A Study Of The Causes And Countermeasures Chemical Boarders Students With Learning Difficulties

The problem of underachiever has attracted wide concerns in the educational circles all over the world. While quality-oriented education develops in an all-round manner, studying the problems of underachiever and seeking effective countermeasures in teaching are practical needs of education and talent quality and practical significance of this study.There is a history of over100years for the related studies on learning difficulties, but due to that the causes for learning difficulties are complex and diverse, and different scholars have carried out their exploration and researches from different research areas, there is still an unclear standard for defining students with learning difficulties so far. In order to have an objective and accurate understanding of students with learning difficulties, we should examine it from a developmental point of view, a relative point of view, a heterogeneity point of view as well as an educational point of view. The senior students with learning difficulties referred in this study have the following characteristics:(1)The students with learning difficulties refer to students whose level of intelligence is in the normal range, and those with backward intellectual development are not included.(2)The students with learning difficulties in this study refer to students whose academic performance does not meet the appropriate standard, so the academic performance is the only criteria to define the students with learning difficulties.(3)The students with learning difficulties in this study refer to students whose academic performance does not meet the appropriate standard, but not those whose speech, behavior, moral and psychological quality do not meet the appropriate standard.(4) The students with learning difficulties in this study refer to students who have learning difficulties in chemistry but good academic performance in other subjects.By combining with the actual situation of our students, this study, based on studies both at home and abroad, classifies the causes that affecting students’academic performance in chemistry into the following nine types:chemistry learning ability; efforts; interest in learning; learning methods; physical and mental state; luck; will quality; motivation; external environment. Then the questionnaire is designed according to the different types.The Questionnaire results show that the learning difficulties of the boarding students in our school are attributed to both internal factors and external factors. The internal factors include weak basic knowledge of chemistry, inadequate learning motivation, a lack of interest in learning, poor psychological quality, weak will quality; negative attitude towards learning and unscientific learning methods. The external factors include family environment and the features of chemistry as a subject.By analyzing each influencing factor and combining with the characteristics of the boarding students with learning difficulties in chemistry in our school, the study has divided the students with learning difficulties in chemistry into five types:students of the "caring" type, students of the "lost" type, students of the "power "type, students of the "family" type and students of the "real" type. Then the corresponding transformation of teaching strategies is implemented according to different types of students. However, due to the diverse causes for students’ difficulties in learning, the proposed five targeted teaching strategies are difficult to be applied to all students with learning difficulties. Therefore, four education and teaching measures are added in order to be applied to more student with learning difficulties and achieve better teaching results, that are:gain extra leverage and encourage collaborative learning; identify gold and stimulate education; conduct hierarchical teaching and teach students in accordance with their aptitudes; strengthen management and improve efficiency. Through the experimental study of teaching, the study has achieved good results and the goal of transforming the student with learning difficulties in chemistry is initially achieved.This paper is divided into six parts:The first part elaborates on the reasons for putting forward the question as well as the objective and significance of the study.The second part outlines the relevant concepts and theoretical basis of the study.The third part proceeds from investigating the chemistry learning of resident students of senior one and analyzes their learning difficulties in chemistry.The fourth part is about transforming teaching strategies for underachiever with difficulties in chemistry learning and a statistical analysis of the findings.The fifth and sixth parts contain the conclusion and discussion.