Study On The Conversion Of Learning Strategies Of Students With Chinese Learning Difficulties In Ordinary Senior High Schools

The core idea of the new curriculum reform is for the development of every student.Chinese,as a basic subject,runs through the whole process of students’ learning.Paying attention to students with learning difficulties in Chinese is not only a concern for the development of students’ disciplines,but also a positive response to the theme of the era of educational equity.The unfair distribution of educational resources hinders the development of individual students’ language learning,affects the effect of individual students’ language learning,produces so-called students with language learning difficulties,and even hinders the improvement of the overall quality of education in schools.However,in educational theory and practice,students with Chinese learning difficulties are always neglected.The degree of harmfulness of students with Chinese learning difficulties is obviously not proportional to the degree of concern.Language learning strategies,as an important factor affecting students’ achievements in Chinese learning,play an increasingly important role in senior high school students’ Chinese learning.Therefore,on the basis of the existing research,starting with the language learning strategies,this study pays attention to the status quo of the students with language learning difficulties in the three aspects of language meta-cognitive strategy,language cognitive strategy and language resource management strategy,presents the real language learning situation of the students with language learning difficulties,and from the perspective of language learning strategies,analyses the causes of the formation of the students with language learning difficulties,and puts forward some suggestions.The transformation of students with Chinese learning difficulties should be considered accordingly.In this study,a parallel triangular design scheme was used to design a hybrid research method.Quantitative and qualitative data were collected and analyzed.Finally,data were integrated to make inferences.By sorting out the relevant literature of students with Chinese learning difficulties,this study classifies the types of students with Chinese learning difficulties according to the degree of agreement between their "language learning ability" and "language learning motivation".The students with Chinese learning difficulties are divided into three types: the students with Chinese learning difficulties of insufficient ability,the students with Chinese learning difficulties of insufficient motivation and the students with Chinese learning difficulties of double insufficiency.This paper analyses the differences between different types of students with Chinese learning difficulties and those with non-Chinese learning difficulties in overall language learning strategies,language metacognitive strategies,language cognitive strategies and language resource management strategies.Through narrating the learning strategies of students with different types of language learning difficulties,the paper shows the real learning situation of students with language learning difficulties from the details of their language learning life,and enriches the formation process of students’ language learning difficulties.Through the cross-comprehensive analysis of quantitative data and qualitative data,based on the perspective of language learning strategies,this paper analyzes the causes of the formation of students with language learning difficulties.The author believes that the formation of students with Chinese learning difficulties is mainly influenced by three levels of factors: The first level,the potential impact of the surrounding environment,including students’ family background,teachers’ lack of emotional care,social adverse factors induced;At the second level,students’ self-development is unbalanced,including lack of learning ability,lack of learning motivation and lack of learning personality;At the third level,there are obstacles to the systematic integration of students’ language learning strategies.Finally,based on the analysis of the causes of the formation of the students with Chinese learning difficulties,the author makes corresponding thinking on the transformation of the students with Chinese learning difficulties.The author believes that we can transform the students with Chinese learning difficulties from three aspects: optimizing the external learning environment of students,promoting the coordinated development of students themselves,and improving the level of students’ language learning strategies.