The Study On Cause Analysis On Students In Rural Senior High School With Difficulties And Strategy Of Teaching Transformation In Mathematics Learning

With the popularization of compulsory education, the number of junior highschool graduates continues to grow and average high schools have beencontinuously expanding, so many of the new high school students enter high schoolwith a variety of learning difficulties. Difficulties in learning mathematics isparticularly prominent among these students, this phenomenon is more common inthe countryside ordinary high school. So what are the main reasons in their learningdifficulties of these rural ordinary high school students and how to help them relievedifficulties more reasonable and effective?This paper made a questionnaire through the observation and interview of thestudents which is based on the definition of the poor student in general educationfield, and combined with the present situation of the rural ordinary high school, andmathematics learning difficulties index can be concluded through the quantitative ofquestionnaire. The questionnaire survey was carried out for216students of No.10Middle School in Tianshui, the results can be concluded their mathematics learningdifficulty index, furthermore,32and65students who respectively represent the goodand poor in maths are chosen to test their differences of learning difficulty degree.The result is remarkable. The reasons are attributed to internal cause (including thestudents’ emotion and attitude, interest and the method, character and will) andexternal aspects (including the process of teaching, the use of teaching material andlearning environment).Through the analysis of the mathematical poor student questionnaire data, it canbe found that the formation of mathematics learning difficulties in rural ordinary highschool is not caused by the single factor, but caused by various inside and outsidefactors which directly or indirectly affect each other and gradually accumulate. Theresult of difficulties in mathematics learning is not produced in a short time, that ismainly due that the negative effects among various factors are intertwined and cycled,Furthermore, each negative factor also affects each other, eventually leading to thedifficulties in mathematics learning after a long-term circulation. Some measures areput forward as follows based on the above analysis: optimize teaching activities andbring up interest in learning, build psychological counseling and correct the learningattitude, strengthen parent-school cooperative and optimize the learning method, create a good learning environment and strengthen the will of students to learn. Forthose students who are poor in maths learning, changing a single one of difficultfactors can’t work well, the way to convert is that transform the multiple factorstogether for a long time, resulting a reduce of the negative factors influence. Throughthe mutual influence and the role of various factors, the effective transformation willultimately work well for those rural students who are poor in mathematics.