A Research On Reasons And Transform Methods Of High School Mathematics Learning Disabilities

Mathematics is an important subject in high school learning,which is not only to train students' ability of logical reasoning,operation,data analysis,also is the foundation of learning many science subjects,especially under the current educational evaluation system,so learning high school mathematics well is of great significance to students'high school studies and even to their whole lives.However,obstructions from students themselves,teachers,schools,families and society in the process of learning mathematics have great negative impacts on students' academic performance and mental health.As a result,their comprehensive quality development could be seriously influenced.Therefore,this paper mainly focuses on the reasons why students have disabilities in learning mathematics,and tries to figure out the transform methods for the respective reasons.The paper is made up of 7 chapters:The first chapter is the introduction,which mainly introduces the background of the paper selection,research significance,domestic and foreign research status and research contents.The second chapter is about the definition of students with mathematics learning disabilities and theoretical foundations of the research.The former in this paper are defined as those with normal IQ,no significant mental and physical diseases,but temporarily lower in mathematics performance.The latter mainly adopt humanism education theory,multiple intelligence theory and metacognition theory.The third chapter is the investigation of the reasons of high school mathematics learning disabilities.Firstly,300 students with mathematics learning disabilities were selected as the research objects.Then,a questionnaire on the learning situation of high school students in mathematics was compiled,on the basis of comprehensive consideration of the motivation,willpower,habits and methods,teachers,schools,families,society and other factors that may lead to the formation of students with mathematics learning disabilities.After that,the results of students themselves,teachers,schools,families,and society are derived through analyzing the statistics of the questionnaire.The fourth chapter is the inductive analysis of the reasons of high school students with mathematics learning disabilities.In personal aspect,it includes insufficient learning motivation,weak learning willpower,improper learning habits and methods,and psychological obstacles.In the aspect of teachers and schools factors,it mainly due to the unharmonious teacher-student relations,and unreasonable teaching methods;in the terms of families factors,parents'education is mainly outdated and parents lack of good and correct education awareness;in the social aspect,it is mainly the clamor of bad ideas and the negative impact of the Internet and mobile phones.Among them,insufficient learning motivation,weak learning willpower,improper learning habits and methods,unharmonious teacher-student relations,unreasonable teaching methods,and social factors are the main reasons of mathematics learning disabilities.The fifth part is the transform methods of high school students with mathematics learning disabilities.This paper mainly explains the transform methods of six types of students with mathematics learning disabilities,namely,students with insufficient motivation,students with unstable mentality,students with improper learning habits and methods,and students with external factors,including teachers and schools factors,families factors and social factors.The sixth chapter is the transformation experiment and analysis.The application effect of the proposed transform methods is tested by comparing the experimental methods.Experiments show that the transform methods are effective and feasible,and the longer the practice time is,the more significant the effect will be.The seventh chapter is the summary and prospect.This chapter summarizes the contents of the research,reflects on the shortcomings in the research,and looks forward to the future research direction.