The Research On Students With Poor Academic Performance In Mathematics In Rural Junior Middle Schools Of Li Nationality In Hainan

This paper mainly studies the current situation and countermeasure of students withpoor academic performance in mathematics in rural junior middle schools of Li nationalityin Hainan, for the purpose of providing reference for the transformation of the students withpoor academic performance in mathematics in rural schools of Li nationality in Hainan.In this paper, the article is divided into four parts. First of all, according to the relatedresearches at home and abroad, discusses the research direction and results of the studentswho have learning difficulty in mathematics in rural junior middle schools, identifies theresearch object and problems of this paper, and illustrates the purpose and significance ofthis research.Then with the form of questionnaire, case study and visiting survey, to collect the maincauses of students who have learning difficulty in mathematics in this region, includingshortage of education resources, extremely poor learning environment and atmosphere,lower professional level of mathematics teachers, inadequate effective guidance to thestudents, weak mathematical foundation, insufficient interest in learning, without good studyhabits, and lack of scientific learning methods.In the third part， according to the cause analysis of students with poor academicperformance in mathematics of junior middle schools in this region, puts forwardcorresponding transforming strategies: make the students like to stay in school as far aspossible; strengthen to train students’ good learning motivation, keen interest and learninghabit; optimize mathematical classroom teaching; promote the contact between parents andthe school, to strengthen the emotional education of students who have learning difficulty inmathematics.Finally, based on the above analysis and research, carries out mathematics educationintervention experiment on students who have learning difficulty in mathematics. After onesemester experiment, the results show that the mathematic performance of the experimentalclass is significantly higher than that of comparative class. Both mathematical knowledgeand ability and interests in mathematics are greatly improved. This suggests that thetransformation to students who have poor academic performance in mathematics is effective.