A Study On The Causes And Transformation Strategies Of The Chinese And Literature Difficulties In The Middle-aged Elementary School

The middle stage of elementary school is the key period for students to transition from passive learning to active learning,and it is also a clear period for students with learning difficulties in Chinese.Therefore,the transformation of students with learning difficulties in Chinese has become an important issue to be solved urgently.This research takes the Grade three and four students of the three primary schools in Shenyang as the research subjects,and adopts the combination of quantitative and qualitative research methods were adopted to generate the core of the middle school grades.The research of the theory of education in the stage of literature and literature provides a valuable and referable theoretical basis.This research is divided into six parts: The first part refers to the relevant literature of students with literary difficulties,sorts out the research status of students with poor language and literature at home and abroad,and clarifies the research background and significance of the language and literature,and defines the core concepts.The research lays a theoretical foundation,and under this premise,it summarizes the shortcomings of the existing research;the second part determines the research object and content,and takes the literature and literature of the middle school of Shenyang three primary schools as the research object,The causes of birth are based on the core content using questionnaires and interviews.The third part is to formulate the questionnaire for the middle school students in the middle school and the outline of the teacher interview,and conduct a practical investigation on the causes of the literary difficulties in the middle and middle ages of the primary school,and statistically organize the data to analyze the middle school and middle stage students.The reason for the formation;the fourth part,according to the survey results,presents two typical cases of middle school students with poor language and literature,and analyzes them in a targeted way to summarize their problems and reasons in language learning.Based on the above survey results and specific cases,the fifth part summarizes the problems of the middle school middle-aged language and literature.The main problems are: weak basic knowledge,lack of interest in language learning,unclear language learning motivation,and unscientific language learning methods.And the above four different types of literary difficulties,from the students' own cognitive and non-cognitive factors,teachers' education and family education methods and other aspects of attribution analysis;the sixth,for the middle school primary school The problems and causes of the linguistic difficulties exist,combined with the specific requirements of the Compulsory Education Chinese Curriculum Standards(2011 Edition),propose strategies for solving problems in literary and literary students,that is,strategies to improve the quality of will: clear discipline requirements,establish discipline Consciousness,carry out "one-on-one" pair-to-child learning,etc.;strategies to stimulate interest in language learning include: multi-language activities,skillful use of multiple teaching methods,etc.;strategies to strengthen language learning motivation are: "low starting point,small Goal" training method,guiding students to correct attribution and rational use of strengthening mechanisms;language learning The main guiding aspects are: pre-study,good habits of after-school review and extra-curricular reading,and guidance on class notes,which are intended to provide some reference for first-line primary school teachers to transform primary school literature and literature students.