Junior High School Mathematics Learning Difficulties Students "graphics And Geometry" Learning Intervention Research

Mathematics learning difficulties refer to the phenomenon that students may obviously fall behind due to the defects of mathematics learning ability,which means students may have difficulties in catching up with others at the same age or level.The difficulties of mathematics learning are universal and will have a negative impact on the academic development of students.Therefore,when students have difficulties in learning,teachers should help students to deal with learning difficulties,which is not only the requirements of contemporary education on teachers,but also the important way to ensure that students with learning difficulties can survive and develop.The purpose of this study is to explore the effect of specific knowledge construction strategy,target arbitrary strategy and learning result finishing strategy on the students with learning difficulties in "graphics and geometry",and then analyze the reason of the difficulties in students' "graphics and geometry" learning,and provide some targeted educational suggestions.Based on the multiple math test scores in the second year of a middle school student in Rugao City,and combined with the teacher's identification,some students with learning difficulties in math will be screened as the research objects.Through the combination of empirical research and case study,the intervention of students' "graphics and geometric" learning will be made.The empirical study includes three kinds of interventions,which are specific knowledge construction intervention,target arbitrary intervention and learning result finishing supplementary intervention.These three intervention studies respectively discuss the influence and influence mechanism of specific knowledge construction strategy,the target arbitrary strategy and the learning result finishing supplement strategy on the students with learning difficulties in"graphics and geometry".The case study explores the learning process and the change of the students at individual level,so as to further explore the improvement of learning strategies of the students with learning difficulties.The main results are as follows::(1)The immediate test scores of the students who received the intervention were significantly different from those who had not received the intervention training.The students who received the intervention had significantly higher scores than those who did not receive the intervention training;the delayed test scores of students who accept the target arbitrary intervention,learning results finishing supplementary intervention were significantly higher than the results of the students who did not receive intervention training.There is no difference of the delayed test scores between the students who accept the specific knowledge construction intervention and the students who did not receive intervention training.(2)The immediate test results of the students who received the intervention were significantly different from their previous test scores,and the immediate test scores were significantly higher than previous test scores.There was no significant difference between the immediate test scores and the previous test scores of the students who did not receive the interventions;there was a significant difference between the delayed test and the previous test results of the students who received the interventions,and the results were significantly higher than those of the previous test scores.There was no significant difference between the students who did not receive the intervention.(3)There was no significant difference between the immediate test and the delayed test scores of the students who received the specific knowledge construction intervention and the target intervention.There was a significant difference between the immediate test and the delayed test scores of the students receiving learning results finishing supplementary intervention and their delayed scores are higher than immediate scores;(4)At the case level,for the students without obvious progress,the learning strategies of the students who received the intervention become better than the students who did not receive the intervention.For the students with obvious progress,the learning strategies of the students who received the intervention has a much better improvement than the learning strategies of students who have not received the intervention.Based on the research and discussion of empirical research and case study,we can draw the following conclusions:(1)Specific knowledge construction intervention,target arbitrary intervention and learning results finishing supplementary intervention can promote to improve the scores of students who have difficulties in "graphics and geometry" learning,the improvement of students' achievement have immediate and delayed effect.It is the intervention strategy that affects the student's learning strategy,which leads to students' achievement.(2)The specific knowledge of the construction of intervention,the target arbitrary intervention and learning results finishing supplementary intervention have different effects on students' academic performance results.Some students who accept the intervention have significantly improved academic performance,while some students' improvement is not obvious.(3)At the case level,the learning strategies of the students who received the intervention were significantly improved compared with those of the students who did not receive the policy intervention.The effect of the target strategy on the students with math learning difficulties was more significant,and the specific knowledge construction strategy had less significant effect on students with learning difficulties in math.