A Experience Study On Answering Teacher's Questions Of Students With Math Learning Difficulties In Primary School

When the Quality Education is continuous advancement,the problem of education and change of students with learning difficulties has become one of the hot topics of concern for the educators.In the recent years,there have been numerous research results on the study of students with learning difficulties and most of these studies are based on pedagogy,psychology,and disciplinary theory.But,in this study,we try to use the Educational Phenomenology as the theoretical foundation,the experiential study as the method,concerned the real experience of students with math learning difficulties in primary school when responding to teacher's questions,and finally to interpret these experiences.The purpose of this study is to reveal the rich meaning of students with math learning difficulties in primary school experience during responding to teacher's questions process,and based on this,a few suggestions to improve answer experience of the students with learning difficulties are put forward.The first and second chapter is the major and key content in this paper.In the first chapter,we collected the inner real experiences of students with math learning difficulties in primary school in responding to teacher's questions through the experiential writing and interview methods,and conducted phenomenal inquiry and reflection on these experiences and summarized the core theme.In the second chapter,we try to start the research and discuss from the students and teachers levels.Essentially,exploring the experience of students with math learning difficulties in primary school during the answering teacher's questions process and understand their real inner emotions.The main problems at the student level are tension and lack of psychological security;weak foundation,forming a vicious circle;weak motivation for learning,generating negative behavior;The main problems at the teacher level are the teaching philosophy,lack of keeping up with the Times,and mainly manifested in the following aspects:In terms of classroom atmosphere,the teacher and student is no care about the dilemma of students with learning difficulties;In terms of teaching equity,students with learning difficulties has fewer opportunities to show themselves;In terms of teaching methods,teachers have no effective improvement method and recommendations;In terms of educational care,understanding and concern is insufficient.The third chapter of this article is focuses on the question of how to make the students with learning difficulties have a positive experience when respond to teachers'questions.Therefore,this paper tries to make suggestions from the following aspects:1^st,Students with learning difficulties must be clear about the meaning of learning and constantly improve themselves;2^nd,Teachers should update their educational concepts and pay attention to the experience of students with learning difficulties;3^rd,Teachers should adjust their teaching behaviors to help students with learning difficulties get rid of their difficulties.