First, the background of the topic.

1, the needs of quality education

The basic essence of quality education is to face all students and ensure the full implementation of compulsory education. However, in our school, due to the differences in students' quality or self-development after enrollment, students in the same grade and class are divided, resulting in some students with learning difficulties (hereinafter referred to as "students with learning difficulties"), which is a common educational phenomenon. The research on the subject of students with learning difficulties in our school is an effective measure to further promote quality education.

2. The need of curriculum reform

The new curriculum requires teachers to pay attention to every student in teaching and pay attention to every student's learning mood and emotion. However, with the change of students' grades, the requirements and abilities of subject knowledge are constantly improving, and there are some "students with learning difficulties" with negative attitude, weak interest and lack of confidence in the class. To change this situation, we must study the characteristics, causes and transformation strategies of these "students with learning difficulties".

3. Schools need to improve the overall teaching quality.

Our school is a rural central primary school. Due to complicated social reasons and family atmosphere, there are more and more students with learning difficulties. In order to improve the quality of our school, we must study the phenomenon of students with learning difficulties and take effective measures to change the present situation. For a long time, teachers in our school have made many attempts to transform students with learning difficulties, but the effect is not obvious because there is no theoretical system. Therefore, our school regards the study of students with learning difficulties as an important work in school education and teaching.

Second, the definition of the subject

1. This topic is limited to the research on the causes and transformation countermeasures of students with learning difficulties in rural primary schools in our city.

2. Definition of students with learning difficulties. Students with learning difficulties, that is, students with learning difficulties, refer to students whose IQ is at a normal level and their academic performance is unqualified due to non-intellectual factors, which affects or hinders them from entering the next stage of study.

3. Definition of students with non-intellectual learning difficulties. Non-intellectual students with learning difficulties refer to students whose senses and intelligence are normal, but their academic performance is lower than the expected level of intellectual potential due to the influence of non-intellectual factors such as society, family, psychological obstacles and learning methods, which is far from the requirements of teaching objectives. The research object of this topic is mainly non-intellectual students with learning difficulties.

4. This topic is scheduled to study the students with learning difficulties in Chinese and mathematics in primary schools, find out the reasons and practice the transformation countermeasures to improve the teaching quality.

5. This topic aims to explore how to transform students with learning difficulties in classroom teaching. On the premise of not affecting gifted students' learning, we should strengthen the transformation of students with learning difficulties, so as to improve the teaching quality in a large area.

Thirdly, the theoretical value and practical value of this topic.

(1), the theory and practice of "correction" and "teaching children with learning difficulties" in the former Soviet Union, and the theory and practice of transforming "students with learning difficulties" in zankov are conducive to transforming students with learning difficulties on a large scale, exploring effective educational models and methods for experimental subjects, changing the learning habits, moral performance and psychological quality of poor students to the greatest extent, and laying a good foundation for students' lifelong learning and development in the future.

(2) The discussion of students with learning difficulties in the attribution theory developed by American psychologists on the basis of social perception and interpersonal relationship theory, and the discussion of students with learning difficulties in the role theory of American psychologists Zander and Fossett. Transforming students with learning difficulties is conducive to improving teachers' enthusiasm.

2. Practical value:

(1), through the research and exploration of the teaching countermeasures for transforming students with learning difficulties, it is possible to change the serious situation of low scoring rate in our school and even in our city, thus laying the foundation for comprehensively improving the teaching quality.

(2) It is conducive to establishing students' dominant position, promoting the development of every student, and truly embodying educational equality and balance.

(3) Promoting teachers to reflect on their own teaching behavior through research will help teachers improve teaching methods and promote teachers' professional development.

Fourth, study the cognitive characteristics and laws of students with goals and problems to be solved, seek effective teaching countermeasures and enrich the current teaching theory.

1. Grasp the cognitive characteristics and laws of students, seek effective teaching countermeasures, and enrich the current teaching theory.

2. Explore the causes of students with learning difficulties in rural primary schools in our city, and explore the objectives, contents, ways and methods of transforming students with learning difficulties.

3. Construct a classroom teaching model that is conducive to the transformation of students with learning difficulties.

4. Through the research on the causes and transformation strategies of students with learning difficulties in modern rural primary schools, teachers are urged to pay attention to and study the phenomenon of students with learning difficulties, improve their educational ability and promote their professional growth.

Verb (abbreviation of verb) is an analysis of the present situation and development trend of this subject in the same field at home and abroad.

The cause and transformation of students with learning difficulties is an ancient and eternal proposition. The research group conducted a lot of information inquiry, and we classified and sorted out the research on students with learning difficulties at home and abroad. The main results are as follows.

Classification of students with learning difficulties

Regarding the classification of students with learning difficulties, there are mainly the following angles:

1. According to the degree of learning difficulties, there are: students with severe learning difficulties, students with moderate learning difficulties, and students with mild learning difficulties;

2. According to psychological characteristics, there are: mental retardation, laziness, inferiority, backwardness, fuzziness and dullness;

3. According to the classification of learning motivation, there are passive type, random type, muddle along type and vanity type.

4. Students with learning difficulties can be divided into mentally retarded students and non-mentally retarded students.

(B), about the causes of students with learning difficulties

There are mainly the following theories or research results about the causes of students with learning disabilities: babanski's classification of the causes of learning disabilities, Gary Montt's classification, borisov's schema, Zhai Telin's classification, He Jiakeng's analysis of the causes of poor students, Wan Zhiru's case study of poor students, Suhomlinski's analysis of the causes, his conclusion, Jin Xingming and Guo Di's investigation, Coleman's report and Wang's stratified sampling. These theories and achievements examine the causes of students with learning difficulties from different angles.

1, from the perspective of non-school education factors, the causes of students with learning difficulties are:

Physiological factors; Bad factors in early education, intelligence factors, motivation factors and so on.

From the aspect of family factor education, the main causes of students with learning difficulties are: parents' low educational level, bad parents' behavior, improper family education, bad family atmosphere, family economic difficulties, bad family environment, lack of warmth in the family, improper incentives, high expectations and so on.

From the social and environmental factors, the main causes of students with learning difficulties are: the influence of bad social atmosphere, the influence of bad cultural and environmental relations and so on.

2. From the perspective of school education, the main causes of students with learning difficulties are:

The incorrect idea of running a school, the baton of the college entrance examination leads to the deformation of the school mechanism, which unilaterally pursues the enrollment rate and ignores the development of students with learning difficulties; Educators have their own defects, teachers' professional ethics need to be strengthened, educational concepts are outdated, teaching level is not high, educational methods are insufficient, and students are more depressed and understanding; Various educational forces within the school have not formed a joint force, leading to the emergence of students with learning difficulties; Problems in teaching, such as high requirements for teaching materials, heavy academic burden, large class size and excessive workload of teachers, lead to insufficient guidance for students and so on.

3. Classify students with learning difficulties according to their own characteristics, mainly including:

Lack of motivation to learn. Lack of motivation in learning and lack of motivation in learning are the most prominent psychological characteristics of students with learning disabilities. It is found that about half of the students with learning difficulties have a weak willingness to learn.

Have emotional disorders. Students with learning disabilities are prone to anxiety and depression when encountering setbacks. Sometimes they will lose control of their emotions in the face of small mistakes, contradict their teachers and violate school rules.

Sixth, complete the feasibility analysis of this topic.

(A) Analysis of research conditions

1, excellent talent conditions

More than 60% of the school are young and middle-aged teachers. They are full of vigor and vitality, have the courage to explore, actively participate in various teaching reform experiments, and have a strong scientific research atmosphere. The core members of the research group are all teaching backbones, mainly from Chinese and mathematics disciplines. They have rich teaching experience and strong teaching and scientific research ability.

2. The geographical location is suitable

The geographical location of our school is in the countryside, and the students enrolled are from two natural villages near our school. The cognitive characteristics of students are the cognitive characteristics of rural primary school students, which are geographically representative.

3. The teaching conditions are relatively perfect, with advanced teaching facilities and modern teaching methods such as microcomputer room and distance education observation room, which provide good external conditions for our research.

(2) Safeguard measures for research

1, strengthen leadership. The school has set up a leading group for research work, which is fully responsible for research work.

2. Give full play to the academic leading role of the expert group. Hire teachers from municipal and town education institutes and teaching and research sections as research consultants, and give full play to the inspection, guidance and counseling role of the expert group.

3. Strengthen teacher training and improve the scientific research quality of participating teachers.

4, establish and improve the research system, set the time, place, research content, to ensure that the research is implemented.

5. The school strongly supports the research of this subject, and provides an adequate guarantee of 6,000 yuan for the use of the subject.

Seven, research object, content and research methods

(A) the research object

The research object is all students with learning difficulties in our school. Their main manifestations are incorrect learning attitude, lack of self-confidence, improper learning methods, passive learning and poor study habits. Under the normal teaching requirements, they find it difficult to learn and complete their learning tasks.

(2) Research content

1, the cognitive characteristics and laws of students with learning difficulties, and seek effective teaching countermeasures.

2. The reasons for rural pupils' learning difficulties include the influence of social culture on students with learning difficulties, the influence of family education atmosphere and family structure on students with learning difficulties, and the relationship between students with learning difficulties and their parents.

3. How to effectively transform students with learning difficulties in Chinese mathematics classroom teaching?

4. Effective ways and methods of case counseling for students with learning difficulties.

5. How to transform students with learning difficulties through close contact between home and school?

(3) Research methods

1. Literature method: Understand the domestic research status and achievements, collect relevant theories and materials, and provide theoretical support for the project.

2. Survey methods: Questionnaire survey and follow-up survey are used to analyze students' learning phenomena, determine research countermeasures, and make quantitative and qualitative analysis.

3. Experimental method: Pay attention to case analysis, and take measures such as educational encouragement, psychological consultation and study guidance to promote learning to overcome learning obstacles smoothly and carry out effective learning.

4. Case analysis: Investigate and track students with typical characteristics, and reveal the general law from personality to sex.

5. Experience summary: Pay attention to extracting from perceptual materials and summarizing them in time to form valuable results.