A Study On The Learning Experience Of High-Graders With English Learning Difficulties In Primary School

The transformation of students with learning difficulties has always been a hot topic for educators.In the past,many researchers have tried to study the causes of Ernglish learning difficulties in primary'schools and the strategies to solve them.This study attempts to take education phenomenology as the theoretical basis and experience research as the method to study the students' English learning experience in primary school as the research object.Based on their English learning experience as the research,content,it follows the attitude of "facing the object itself"and focuses on the real experience of the students in,primary school English learning,thus explaining the real and rich inner world of these students.To try to an,swer three questions:first of all,what is the real life of elementary school high-graders with poor English in the learning process?What is their real learning experience?Second,what do these experiences mean to them and what impact do these experiences have on them?;Third,what are the implications of these experiences for teachers?The main body and core parts.of this study are in chapters 2 and 3.The second chapter mainly elaborated the first research question,through the reflection to the poor student's narrative text,from the performance of their class,class perfornances,homework and examination of daily learning situation of several aspects,such as deep experience in the process of English learning,the elementary school higher grades English poor student experience,and their experience in these situations are profound reflection and questioning,and refine the relevant subject;In chapter 3,we try to pursue the essence of learning experience and form the basic theme of the thesis.Primary school student with English learning difficulties face the following problems:beating symbols,a ship without direction,self-esteem and the inferiority,the corner that is forgotten,into a negative cycle and inner hesitation,etc.The fourth chapter focuses on answering the third question.In order to help teachers to better help these students in English learning,we should try to make Suggestions from the following aspects:1.uphold the pedagogical intent understand and respect these students with English learning difficulties;2.Pour sincere feelings into the relationship between teachers and students and take care of students' emotional experience;3.Carry out education action to help students get out of trouble as soon as possible.