For High School Students With Mathematics Learning Difficulties

With the continuous implementation of education reform and the continuous growth of teachers,the traditional injection education model has been gradually eliminated,replaced by more scientific heuristic,situational,student-oriented,and effective classroom teaching that follows the core literacy of mathematics.However,as a large group of high school students,’ high school students with mathematics learning difficulties ’ are struggling in mathematics learning.Although teachers have advanced theoretical basis,it is difficult to provide efficient learning assistance to such groups in the specific teaching process.In the context of exam-oriented education,student achievement is still the main indicator to measure students ’learning quality.To improve mathematics achievement,it is necessary to improve their problem-solving ability.Based on this,this study takes the majority of ’ students with mathematics learning difficulties ’ as the main research object,fully combines problem-solving teaching with classroom teaching,and improves their self-efficacy by improving their problem-solving ability,so as to enable students to develop the ability of independent thinking and independent inquiry,and form the core literacy of mathematics.This paper is based on a large number of previous studies on high school mathematics students with learning difficulties and problem-solving teaching.By reading relevant literature and analyzing the causes of the formation of students with learning difficulties by various educational scholars,this paper grasps the theoretical knowledge related to problem-solving teaching and provides a theoretical basis for this study.Firstly,this paper analyzes the research status of high school students with mathematics difficulties and problem-solving teaching,designs a questionnaire based on the relevant theories of pedagogy and psychology,and investigates students ’ views and expectations on mathematics learning and their problem-solving ability through questionnaires.Secondly,according to the problems that may occur in the process of solving problems,the students with mathematical difficulties are tested in the form of mathematical test papers.Finally,according to the test results,the specific problems of students with mathematical difficulties in solving problems are analyzed,and the corresponding transformation strategies are given.According to the results of the questionnaire,the author ’s analysis of the causes of high school mathematics students with learning difficulties is mainly divided into two categories,namely,their own factors and external factors.Its own factors include learning interest,learning motivation,learning habits,learning methods and learning confidence;external factors mainly refer to teacher factors,classmate factors,class factors and subject factors.Based on the above reasons,the author puts forward the transformation strategies of high school students with mathematics difficulties : 1enhance the learning motivation of students with mathematics difficulties,2 guide the correct learning methods of students with mathematics difficulties,3 optimize the classroom teaching mode,4 improve the classroom mathematics learning atmosphere.After completing the analysis of the causes of high school students with mathematical difficulties,the author studied the reasons for the low problem-solving ability of students with mathematical difficulties from the following aspects according to the test results of mathematical test questions of students with mathematical difficulties and ’ excellent students ’ : 1 basic knowledge and basic skills,2problem-solving habits,3 psychological quality,4 teacher factors.On this basis,the measures to improve the problem-solving ability of high school students with mathematics difficulties are given : 1 pay attention to the mastery of basic knowledge and basic skills,2 cultivate good problem-solving habits,3 strengthen the identification and summary of problem types,4 provide scientific problem-solving ideas.