A Case Study Of Rural High School Mathematics For The Arts Students With Learning Difficulties

With the popularization of compulsory education in nine years and the rapid advance of twelve years of education, the new high school is constantly emerging, and the expansion of the enrollment, many students of varying abilities influx into high school.In the "ordinary high school mathematics curriculum standards" under the uniform requirements, just graduated from high school teachers in the unified requirements of teaching, which makes the mathematical basis of poor students in mass into a mathematical learning difficulties.This research is based on the "learning" theory, how far the intelligence theory, "recent developments" theory and constructivism theory, subject education theory and other related theory, combined with the high school classroom teaching and students’ practical, in Xixiu District of Anshun city in the 2013 high Wen Keji foundation senior students as the research object, through the investigation and study a study of poor intelligence, non intelligence to explore how to influence the rural high school arts students with mathematical learning difficulties and transformation strategies.Through the study of the rural high school mathematics learning difficulties, the results of the study:1.Non intellectual factors affecting rural senior high school students in schools: arts mathematics basic knowledge of mathematics and mathematical thinking method of students has been the object of learning difficulty, students’ learning attitude of mathematics, teaching methods and teaching experience, teachers pay more attention to the students’ parents pay attention to students’ learning the gender and family status of students.2.Non intellectual factors through the following ways to affect the rural high school students mathematics learning difficulties: classroom teaching, after-school counseling, communication between students and discussion, exchange of teachers and students, and discussion.3. Non intellectual factors we should start with the following aspects to improve the rural high school mathematics underachievers: to guide students to develop learning plan, urge the students to implement the plan; to deep research materials, improve the quality of classroom teaching; classroom teaching and after-school tutoring to students according to the actual situation.4 Individual counseling is an effective way to transform the students with mathematics learning difficulties; Stratified teaching is the basic requirement of promoting the transformation of backward students; Stratified work is an important means to promote the transformation of mathematical learning difficulties.