A Research On The Cause Of Formation And Teaching Transformation Of Chinese Learning Difficulties In Junior Middle Schools In Nan Chong

Secondary Chinese language learning,between primary school Chinese and high school Chinese,plays a transitional role,but also a key period of the formation of personal Chinese literacy.In the actual teaching of Chinese in junior high school,in order to follow up the teaching progress and achieve the teaching objectives,some teachers emphasize the study of " majority".But they often ignore those students who have difficulty in learning Chinese language.The new Chinese curriculum standard requires that educators should adhere to the "people-oriented" development concept,and education should be oriented to all students.This means that Chinese teachers should pay attention to the development of Chinese learning at different levels.If they blindly emphasize the objective of "walking together" and pursue high standards of teaching,it will undoubtedly make the students who have difficulty in learning Chinese language more serious,and even cause this kind of students to give up Chinese language learning.The important task for the majority of Chinese teachers are how scientifically formulating teaching objectives,refining teaching tasks,grasping the difficult points of students' Chinese language learning.And teaches should carry out targeted Chinese teaching to help students who have difficulty in learning Chinese language out of difficulties.The basic education in Nanchong area,there is a situation of extremely unbalanced educational resources and education level between regions and regions,cities and towns.In addition,the region's economic development is in a backward state for a long time.and the region have many poor people.It common for parents of students to go out to work.so in junior high school Chinese teaching also presents a more prominent problem of students who have difficulty in learning Chinese language.Because of this,it is very necessary to scan the problem of junior middle school students in Nanchong area.Moreover,it can also provide a reference for the study of junior middle school language and literature difficulties in southwest China and even similar areas in China.Through the investigation of four junior high schools in Nanchong area,I find that most of the students with language and literature difficulties mainly encounter reading difficulties,memorization difficulties,writing difficulties,so that they can not meet the requirements of Chinese teaching objectives.Based on the practical factors and the needs of junior high school students' actual development,I combine the theory of multiple intelligence,the proximal development area,the theory of self-attribution and the theory of teaching students in accordance of their aptitude,participate in Chinese teaching,conduct questionnaires and interviews,and analyse case,I studies the problems of students with language and literature difficulties,and puts forward some targeted teaching strategies from the aspects of reading,memorization,composition and so on.The introduction part of the thesis mainly expounds the purpose,significance and research methods of the research,and the research status of students with learning difficulties.The first chapter of the thesis mainly expounds the relationship between the problems of students with language and literature difficulties and students' growth,family relations,teaching level,teachers' accomplishment,Chinese meaning,national quality and so on.On this basis,this paper discusses theoretical significance of the theory of multiple intelligence,proximal development area,self-attribution,teaching students according to their aptitude.In the second chapter,through questionnaires,interviews and other forms,I conduct a survey for students who have difficulty in learning Chinese language,and summed up the factors that cause Chinese learning difficulties of students with learning difficulties.These factors include the students' Chinese foundation,learning habits,learning methods,learning motivation,learning interest defects,also include teachers' teaching methods and methods,teachers' professional development level,teachers' Chinese literacy and so on.The third chapter of the thesis,aiming at the interest,motivation,will,character characteristics of junior middle school students who have difficulty in learning Chinese language,as well as three aspects of learning difficulties in reading,writing,memorizing,combined with the relevant educational theory,teaching practice cases,put forward the following teaching strategies:(1)focus on the point,simplify and expandreading teaching.(2)combine reading and writing,draw mind maping,development composition teaching.(3)proposes diversified methods for students with learning difficulties.(4)Change teachers' teaching methods,grasp the characteristics of students with learning difficulties,and fully explore the non-intellectual factors of students with learning difficulties.(5)Give full play to the value-oriented role of Chinese languages.(6)Introduce popular culture into the classroom to enhance students' interest in learning,etc.The fourth chapter of the thesis based on the previous education and teaching strategies to carry out teaching practice,through the real classroom teaching cases and teacher-student communication,further thinking about the effectiveness of strategies,in order to more vigorously promote the corresponding improvement of Chinese teaching,help language and literature students with difficulties change their attitude from "want me to learn" to "I want to learn".