An Intervention Study On Chinese Learning Habits Of Floating Children In Primary School

With the development of society,the floating population in cities is increasing,and the education of floating children is also concerned.As a key period for children to develop good language learning habits in Primary School,systematic child discipline education is of paramount importance.The floating children are often affected by many factors,such as family environment,school environment and so on.Lack of learning education in this field will lead to a series of problems in the floating children's learning habits at various stages of the language.At present,there are plenty of studies on learning habits,but there are few studies on the Chinese learning habits of migrant children.Therefore,this study will improve the Chinese learning habits of migrant children through intervention training,which has certain research significance,it can also provide reference for the Chinese education of the lower grade children.On the basis of literature review,this paper studied 44 floating children with language learning habit problems in two parallel classes of second grade in a primary school in Dongying.Before the intervention,the teachers conducted a pre-test on the language learning habits of the two groups of migrant children through a questionnaire,and then carried out a three-month intervention on the learning log of the experimental group,the key points include the study habits of four dimensions: Classroom Study,pre-class Review,after-class review and homework.The experiment uses spss statistical software to carry on the data statistics,and carries on the concrete analysis with the aid of independent sample t-test and paired sample t-test.The experimental research results are as follows:(1)Before the intervention,the experimental group and the control group had no significant differences in the classroom habits,review habits,and homework habits of Chinese learning habits,and the differences reached a significant level in the preview habits.(2)After intervening in the learning diary of Chinese learning habits of floating children,compared with the control group,the experimental group students have significantly improved their classroom learning,preview,review,and homework habits.(3)After the intervention of the teacher's learning log in the Chinese children's learning habits in the experimental group,there were significant differences in the pre-and post-test data of classroom learning habits,preview habits,review habits,and homework habits.(4)There were no significant differences in the Chinese learning habits of the four dimensions of the control group between the pre-test and post-test data.(5)After interfering with students' language learning habits,the language performance of lower-grade migrant children has steadily improved.(6)Observing the specific Chinese language learning habits of migrant children before and after the intervention shows that the intervention of the Chinese language learning diary can effectively improve the Chinese language learning habits of migrant children.(7)After comparing the grades of homework quality of migrant children before and after the intervention,it was found that the intervention of the learning diary improved the learning attitude of the students.In short,after the teacher's intervention,the four dimensions of Chinese learning habits in the experimental group improved.The Chinese language learning log intervention training can help lower-grade migrant children improve their Chinese learning habits,which has a certain positive effect.