Research On The Individual Growth Strategy Of Biology Learning Disability Students In Junior Middle School

We have been promoting the compulsory education system in order to give every child a fair right to education.In the 2011 edition of the�Compulsory Education Biology curriculum standards�in the basic concept of the curriculum,all junior high school students need to learn biology,can also learn biology.Based on the fact that schools in all regions of the country show the existence and increasing number of students with biology learning difficulties,and on the other hand,teachers of biology mostly pay more attention to the students with good results in the teaching process,but neglected the guidance and cultivation of the students with learning difficulties.Take Mingde Qinan middle school as a example,this paper analyzes the causes of the students with biology learning difficulties by investigating the current biology learning situation of the students of grade 2018 in Mingde Qinan middle school,to explore the cultivation strategy to help the students with biology learning difficulties to grow up.First of all,through a large number of literature analysis,the reasons for choosing the topic,the concept of students with learning difficulties,the concept of biology students with learning difficulties,the concept of case growth,as well as domestic and foreign research status and theoretical basis related to this study were reviewed.Combining with the interview and teaching experience of other biology teachers,I made the questionnaire of current biology learning situation,this paper summarizes the current situation and causes of the biology learning difficulties of grade 2018 students in Kai Nam Middle School in Ming Tak: no good learning habits,weak learning motivation,loss of learning interest,parents' indifference to their children 's biology achievements,the influence of teachers' classroom atmosphere and the influence of class learning atmosphere.To further analyze the causes of the four selected cases of biology students with learning difficulties,to target the causes of the four cases of biology students with learning difficulties,to teach students according to their aptitude,and to implement a three-month growth plan,after the implementation of the scheme,the students,their parents,classmates and other teachers were interviewed again,the second part of the questionnaire was conducted again,and the results of the analysis of the answers to the biology proficiency test in junior middle school showed that,the implementation of the growth plan has certain effect on the growth of students with learning difficulties.Based on the case study and the analysis of the causes,this paper puts forward the strategies for the transformation of the students with learning difficulties in biology in junior middle school: creating a positive and studious campus atmosphere and class atmosphere;doing well the communication between home and school;Create a variety of teaching forms of biological classroom,according to the different levels of students assigned homework,help students develop good study habits.Through the above research,the following conclusions are drawn: 1.Non-intelligent biology students with learning disabilities are those with normal intelligence,but poor learning foundation and bad learning habits,which lead to poor academic performance.They need more attention from schools,teachers and parents.2.As a biology teacher,we should communicate with students with learning difficulties and their parents,guide them actively,encourage and support them,and realize the transformation of students with learning difficulties together.3.Through4 cases of practical research,the proposed strategies for the growth of biology students with learning difficulties are effective.