| In the "Compulsory Education Mathematics Standard 2011",it is clearly stated that mathematics is an important part of human culture.Mathematics education allows students to master the mathematical knowledge and skills needed in modern life and learning,and at the same time promotes every student in the compulsory education stage.The all-round development of the body and mind is clearly stated in the "Decision on Deepening Educational Reform to Promote Quality Education in an All-round Way","Education should be geared to every student and every aspect of the student,so that all students can develop in a lively,lively and healthy manner.And grow".At the stage of basic education,it is necessary to face every student and teach students in accordance with their aptitude in order to enable students to have a better development.However,in the actual teaching environment,it is not difficult to find that some teachers are more inclined to top students because of traditional education.Concepts and one-sided pursuit of achievement and many other factors have neglected the existence of students with academic difficulties and ignored them,leading to the polarization of mathematics performance.How to transfer students with academic difficulties has become a problem that must be solved.At present,the transformation of students with mathematics learning difficulties in primary schools has attracted wide attention from scholars from all over the world.At present,there are few research results related to the transformation of students with mathematics learning difficulties in primary schools.This study attempts to observe and analyze the reasons for the formation of students with mathematics learning difficulties in the upper grades of primary schools.Targeted educational intervention is taken to reawaken their interest in mathematics learning,help them build confidence in mathematics learning,improve mathematics learning ability,develop good mathematics learning habits and learning methods,and improve mathematics learning performance.For this reason,this study selected three primary school students with mathematics difficulties in grade six in Yanji City as the research objects.Transformation of cases of poor students,using 4 months to actually observe,adopt educational interventions,analyze the results,and the three research subjects have made positive changes in the process of educational interventions,and have made great progress in mathematics learning.In the process of case transformation,we summarized targeted educational measures to transform students with mathematics learning difficulties in the upper grades of primary school.These educational measures can provide reference for teachers in the frontline,and the methods of transformation during the period are also operable.This study draws the following conclusions:(1)in the post-epidemic period,the high-grade students with mathematical learning difficulties rely more on presenting mathematical information through multiple channels(2)Teachers 'trust and care are the preconditions for transforming the students with mathematical learning difficulties(3)stimulating learning motivation is the key condition for transforming the students with mathematical learning difficulties(4)improving teaching methods is the key step for transforming the students with mathematical learning difficulties(5)consolidating the basic knowledge of mathematics is the basic guarantee for transforming the students with mathematical learning difficulties.Based on the above conclusions,the recommendations are as follows:(1)home-school cooperation to promote the transformation of mathematics learning disability students(2)teachers should observe the transformation process of mathematics learning disability students for a long time(3)teachers should be targeted when carrying out educational intervention to mathematics learning disability students in primary schools during the post-epidemic period... |
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