A Case Study On The Transformation Of Mathematics Students With Learning Difficulties In Grade 5 Of Primary School

With the continuous development of China's education,the quality education requirement was put forward in the late 1990 s.The original intention of quality education is to correct the phenomenon of examination-oriented education.Promoting quality education in an all-round way is a profound reform in our educational cause.Primary school education is in the initiation stage of students' formal learning,and the quality education of students at this stage is particularly important.But in each school,each class collective more or less exists the study difficulty student.Due to the individual differences of students' development,the deepening of the content of mathematics teaching materials,the improvement of teaching requirements and other reasons,the polarization of students' learning in mathematics is particularly prominent,the existence of students with mathematical learning difficulties is a common phenomenon in mathematics teaching.How to transform the students who have difficulty in primary school mathematics learning is an important task to promote the all-round development of quality-oriented education and balanced development of basic education.This study is divided into five parts.The first chapter is the introduction,which collects data and sorts out relevant literature on the definition,types,causes and transformation strategies of "students with learning difficulties",proposes how to transform the research problems of students with learning difficulties in primary school mathematics,and expounds the significance of the research.The second chapter is the research design,which determines the research purpose of finding out the strategy of transforming students with learning difficulties,and determines the objects based on the principle of convenience.The methods to be used in this study are literature method,observation method,interview investigation method,action research method and case study method.The third chapter is the type diagnosis of learning difficulties.Through the communication between the grades and the teachers,four research subjects are determined.The methods of scale diagnosis and classroom observation are adopted.Emotional disorders,inappropriate methods;Mood disorder,lack of interest type;Improper methods,attitude misconduct type.In chapter 4,according to the different types of the four students diagnosed in the previous study,the four basic steps of action research were adopted for transformation.Learning interest,method and attitude are improved.The fifth chapter is the conclusion and prospect.The conclusions of this study are as follows: 1.When diagnosing the types of learning difficulties,it is found that the causes of each learning difficulties student are different,such as lack of interest type,inappropriate method type,attitude misconduct type,emotional disorder type,will not be strong type,etc.2.The type of each student with learning difficulties may not be single,but complex.For example,lack of interest in learning difficulties leads to improper attitude,emotional disorder leads to improper learning method,emotional instability leads to lack of interest,improper method leads to improper learning,etc.;3.The key to the transformation of students with different types of learning difficulties is to diagnose the types of learning difficulties and give appropriate medicine to the symptoms.For students with learning difficulties and lack of interest,the method of one-to-one guidance is adopted to guide their weak knowledge points during the break or other breaks.Start with the games and activities he is interested in,and stimulate his interest in mathematics learning through games and activities.For students with learning difficulties due to improper learning methods,the old knowledge should be checked and supplemented.The quality and quantity of new knowledge and work should be improved step by step.For students with poor attitude,from life to study,urge them to develop good habits(not late,wrong topic);Change seats to the first row for the convenience of teachers in class supervision;Guide their positive interaction in class.For students with learning difficulties in emotional disorders,caring strategies should be adopted to care for them from the aspects of family,teachers and students.By changing positions to give them a new living and learning environment;Make friends with students with learning difficulties and actively guide them out of the emotional difficulties.The last two questions are worth thinking about and looking forward to: first,how to avoid the problem of rebound after the conversion of students with learning difficulties? Second,what measures can be taken to prevent the emergence of mathematical difficulties in primary school students?...