Action Research On The Transformation Of The Senior High School Student With Learning Difficulties In History

In 2014,the State Council issued the "Implementation Opinions of the State Council on Deepening the Reform of the Examination and Enrollment System",which opened the curtain of a new round of college entrance examination reform.After eight years of exploration,the new college entrance examination has two modes: "3+3" and "3+1+2".Among them,"3+1+2" incorporates physics and history into the compulsory subjects of two choices,which undoubtedly makes The subject of history has received more attention.The improvement of the status of the history subject has also made the students with historical learning difficulties,an easily overlooked group,paid attention to by educators.Prior to this,many studies have focused on students with learning difficulties at a broad level,and due to the great changes in the background of the times,they are not fully applicable to current teaching activities.Therefore,this paper focuses on the senior three students who face the college entrance examination grade,from an individual perspective,combined with the characteristics of the history subject,to provide a reference for the prevention and transformation of learning difficulties in the future.Under the theoretical guidance of pedagogy and psychology,the researchers used the questionnaire survey and interview method to establish a student as the research object in the third grade,and conducted four rounds of transformation activities in the autumn semester for the phenomenon of students’ historical learning difficulties.Before the transformation activities,the research object should be deeply understood from the study status,homework and test situation,and interviews with teachers and peers.On this basis,the reasons for the historical learning difficulties of the research object were analyzed.According to the analysis of the causes,the planning of the transformation plan is carried out in a targeted manner.In the process of transformation,interview method,observation method and other research methods were used,and the intervention activities were carried out focusing on the students’ interest in learning,will to learn,study habits and ability to answer questions.Reflect after each round of conversion activities and adjust subsequent conversion plans to achieve better conversion results.After 18 weeks of transformation,the learning difficulties of the research subjects have been greatly improved,but there is still a certain distance to get rid of historical learning difficulties.After the transformation,the researchers put forward suggestions from the perspectives of students and teachers based on the transformation experience.Students can improve the state of history learning by focusing on classroom learning,establishing "workbooks",planning self-study time,and mastering scientific and effective history learning methods.Teachers can prevent and improve students’ historical learning difficulties from five aspects: enhancing students’ interest in learning,cultivating students’ firm will to learn,conducting educational activities at different levels,integrating multi-disciplinary teaching and improving personal teaching methods.