Action Research On The Transformation Of The Junior High School Students With Learning Difficulties In Chinese

Junior high school students with learning difficulties has become a heated discussion in the Chinese educational circles.As the quality of the education is improving,the research and transformation of students with learning difficulties become more difficult for the Chinese educators in junior high schools.The author has researched a large number of related references and found that the former studies mainly are based on the perspectives of pedagogy,psychology,sociology and anthropology and discussed the types,causes and transformation countermeasures of students with learning difficulties which achieved fruitful results.However,there is a similarity among these studies,that is,they ignored the individual "human" as the attribute of social existence.They only mechanically regard students with Chinese learning difficulties as "creatures with learning problems" to correct but ignore people’s subjective initiative and emotion.As the author has been teaching Chinese for four years,I have been able to observe these students for a long time.That makes me see the various performances of the students,so I want to know them closely and do something for them.My personal experience arose my interest about the research in the perspective of action field and a new research paradigm.As the research topic of action research comes from the needs of practical workers,the research is carried out in the practical work,and the research is completed by the practical workers and researchers together.The research is expected to solve practical problems,and has the characteristics of practice,situation,reflection and humanity.So the author draw a conclusion about her own strategies on the action research and improving study ability of students with Chinese learning difficulties from the initial scale for measuring target to the subsequent interviews thorough understanding by the researchers,from close range in many aspects the comprehensive analysis and considering about the physical and mental development of two junior middle school students.At the same time the author hopes that her efforts can make up for the deficiency of class teaching to a certain extent.The first part of this paper is the introduction,which mainly introduces the research origin and significance,sorts out the related research and summarizes the selection of research methods and the definition of related concepts.The main body is divided into three chapters.The first chapter is the overview of research design and the selection of research objects.The author mainly determines the objects of study named student A and students B through the education scale measurement method and the interview method.In the second chapter,a four-round action study was carried out on student A and B from two aspects,namely non-intelligence factors and learning strategies,to dynamically follow up the two students and timely adjust the training content.The whole action research training transformation process lasted for 14 weeks,and the four rounds of research were mainly based on the basic knowledge of Chinese pinyin,the reinforcement of reading training,the explanation of grammar knowledge and the writing training.The third chapter summarizes and reflects on this research in combination with my own teaching practice,so as to accumulate corresponding experience for improving the teaching of junior middle school students with Chinese learning difficulties.