A Research On Individual Instruction For Fourth Grade Students With Learning Disabilities On Mathematics In Primary School Based On Wechat

The students with learning difficulties are not only a practical problem that has not been solved for a long time in the practice and research of education and teaching,but also a professional problem that can not be avoided in teaching and research.Individual guidance is the best choice to help students with learning difficulties out of learning difficulties.However,due to the limitation of time and energy,it is not convenient for teachers to provide face-to-face guidance for students with learning difficulties.Wechat supports voice,video,text and other forms of communication.It supports the transmission of pictures,videos and documents.It is easy to operate and can provide smooth synchronous and asynchronous communication for individual guidance.It can be used as a communication platform for teachers to provide individual guidance for students with learning disabilities.In the above context,the author,on the basis of grasping the relevant research progress,focuses on the issue of "how to carry out individual guidance based on Wechat to effectively promote the transformation of students with learning difficulties".According to the basic idea of instructional design,this paper firstly analyses the causes and types of the students with learning disabilities in their classes,carries out individual guidance practice based on Wechat for different types ofstudents,and then evaluates the effect of individual guidance based on Wechat,so as to verify the feasibility of applying Wechat to individual guidance for students with learning disabilities,and sums up the general process and notes of developing individual guidance based on Wechat.Matters of interest.The main research process and results include:1.On the basis of the results of the previous semester,the students with learning difficulties in Mathematics in this class are determined.Then,66 assignments of 15 students with learning difficulties in Mathematics in the previous semester are used as research materials.From the summary of the assignment materials,an assignment analysis catalogue of the students with learning difficulties is formed as the analysis framework,and the content analysis is carried out.Through checking and counting 66 homework assignments one by one,statistics were made on the errors or improper behaviors of students with learning disabilities in their homework,and basic data were obtained.Then according to the statistical results,the causes of the students with learning difficulties in Mathematics in this class are classified into three situations.The number of students with learning difficulties of different types is as follows: bad learning attitude(7),bad learning habits(6),and improper learning methods(2).2.According to the learning characteristics of different types of students with learning disabilities,we carry out individual guidance practice based on Wechat.In the guidance process,we collect guidance process materials and refine the problems that need attention in individual guidance work.3.After a semester of Wechat-based individual guidance in the behavioral period,the effect of guidance is tested through changes in academic performance.Considering that the performance of studentswith learning disabilities often has a great impact on the overall performance of the class,we first collect the results of nine tests of the class in this semester,and then make a comparative analysis with the results of the previous semester before the beginning of the study.Comparisons show that after the implementation of individualized guidance,the average score of the class has been significantly improved,and the degree of dispersion of the results has also been significantly reduced.The results of 9 times in this semester and the previous semester of15 students with learning disabilities were compared and analyzed.It was found that the average scores of students with learning disabilities were improved,and there were significant differences between the pre-test and post-test average scores.The author conducted further interviews with 15 students with learning disabilities.From the interviews,we can see that most students with learning disabilities have a new understanding of mathematics learning and no longer escape from mathematics learning.In addition,three students with learning difficulties were selected as examples to introduce and analyze the specific situation.In the process of individual guidance practice,the general process of developing individual guidance for students with learning disabilities based on Wechat is summarized and summarized step by step.Summarizing the process of individual guidance for students with learning disabilities,we can see that the following aspects should be paid attention to in the individual guidance for students with learning disabilities in elementary school mathematics based on Wechat.Firstly,we should lay stress on building mutual trust between teachers and students,and create an equal and harmonious relationship between teachers and students;secondly,we should fix the time of Wechat'sindividual guidance and form a stable habit by fixing the time of individual guidance to ensure that individual guidance activities can continue;lastly,we should strengthen the guidance and supervision of the learning process of students with learning difficulties and overcome the difficulties caused by the separation of time and space.