Paper Name: Study on the Transformation of Students with Chemical Learning Difficulties in Mountain Middle Schools

First, the research background:

Our school is an ordinary middle school in mountainous areas, with students mainly from rural areas. Due to the backward basic education facilities and unbalanced education development, many students from rural areas have a very poor foundation, especially chemistry. When these students arrive in high school, compared with the students in the city, they are somewhat poor in foundation, introverted and prone to inferiority complex. Senior high school education is an important stage for the formation of students' world outlook, values and outlook on life and the development of innovative practical ability. Senior high school education must lay the foundation for the growth, adulthood and success of every student. People-oriented, helping others develop and laying a good foundation for every student's lifelong development is its historical mission. For various reasons, some students at this stage have serious problems in the current class teaching, that is, the so-called students with learning difficulties. For students with learning difficulties in chemistry, according to the characteristics of the subject, the factors that lead to students with learning difficulties may be more in learning methods and thinking habits, that is, differences in learning strategies. How to make students learn actively and effectively is a major issue for teachers. Therefore, it is innovative and practical to study the learning strategies of students with chemical learning difficulties and actively help them solve the problem of chemical learning difficulties.

Second, the significance of this study.

(1) theoretical significance:

(1) Organizing chemistry teachers to participate in the practical research of this project will certainly promote the research of teachers' educational theory, deepen teachers' understanding of the new curriculum concept, effective teaching and teaching mode theory, and improve teachers' theoretical level of education and teaching.

(2) This topic will combine the characteristics of high school chemistry teaching under the new curriculum, construct an operable and feasible teaching mode, and provide theoretical guidance for chemistry teachers' teaching mode.

(3) The research of this topic has certain positive significance to further improve the effective teaching theory.

(2) Practical significance:

(1) Based on the exploration of the teaching mode of students with learning difficulties in transformational chemistry under the new curriculum concept, this topic has constructed a variety of effective teaching modes according to the characteristics of our school, and promoted them in the chemistry teaching of similar schools.

(2) Implementing the new curriculum concept in an all-round way, paying special attention to students with learning difficulties' independent experience of process methods, guiding students to build their own knowledge system and summarizing the laws can greatly improve learning efficiency and comprehensively improve students' chemical literacy.

(3) The development of this topic will promote teachers to carry out teaching more effectively, improve teachers' teaching level and sublimate teaching methods, and cultivate a group of excellent chemistry teachers with scientific research.

(4) The successful development of this project has certain reference significance for similar schools.

(5) Through in-depth research, a set of effective teaching methods and measures suitable for our school are summarized. Make the students with learning difficulties full of self-confidence, consciously join the chemistry class, and actively participate in the teaching process from the emotional will, psychological desire and action in teaching, so that their learning process can become a life experience, in which they can gain knowledge, acquire ability, realize the true meaning, master methods, summarize laws, experience emotions and be full of self-confidence, thus stimulating the learning interest of the students with learning difficulties and stimulating their enthusiasm and self-confidence in learning chemistry. Make the whole class achieve good grades of top students, and the inferior students become top students, and work together.

Third, the research status at home and abroad:

There are many studies on transforming students with learning difficulties at home and abroad, but few involve teaching research aimed at the characteristics of mountain middle schools and our school.

Fourthly, the theoretical basis of the research:

(1) Constructivism learning theory: Constructivism teaching philosophy emphasizes supporting students' active learning activities by designing questions and helping students become the main body of learning activities; Design a real, complex, challenging and open learning environment and problem situation to induce, drive and support learning, exploration, thinking and problem solving activities; Provide opportunities, and at the same time support students to reflect and standardize the content and process of learning. Constructivism attaches importance to students' subjectivity in learning activities, the construction of students' significance in facing specific situations, and the relationship between teachers and students and students in learning activities. Collaboration? So as to advocate the establishment of a democratic and relaxed teaching environment.

(2) Effective teaching theory: Effective teaching is a modern teaching concept to improve teachers' work efficiency and strengthen process evaluation and target management. Effective teaching requires teachers to follow the objective laws of teaching activities, with as little time, energy and material input as possible, to achieve teaching objectives and students' personality cultivation and all-round development, and to achieve as many teaching effects as possible.

(3) New Curriculum Concept: The Senior High School Chemistry Curriculum Standard (Experiment) points out that chemistry teaching should embody the basic concept of the new curriculum reform, respect and meet the needs of different students, use various teaching methods, methods and means, guide students to learn actively, master the most basic chemical knowledge and skills, understand the process and methods of chemical research, form positive emotional attitudes and correct values, improve their scientific literacy and humanistic literacy, and lay the foundation for their lifelong development.

Five, the basic content of this study:

Under the guidance of the new curriculum concept, we should construct an effective teaching mode with the characteristics of yingde city No.2 Middle School.

Vi. Key points and difficulties of this survey:

How to make students with chemical learning difficulties concentrate on their studies and improve their interest in chemistry learning? Self-confidence is a powerful guarantee for students to study actively. How to enhance the self-confidence of students with learning difficulties, correct their learning attitude, cultivate their interest in learning chemistry, make them study as hard as possible, form a learning atmosphere where you chase after me, realize the progress of the whole class, and let them get rid of their learning difficulties. The better the students, the better. Classroom teaching is the basic form of teaching. Every class should make every student meet the teaching requirements. Be honest? Only in this way can we promote the transformation of students with learning difficulties, so studying and reforming classroom teaching methods is the focus of transforming students with learning difficulties. In the process of chemistry teaching, many chemistry teachers can train excellent students well, but they can't really achieve the unity of love, care, patience and sincerity when helping poor students. It is difficult to cultivate excellent students and make a difference at the same time. This is the difficulty of this study.

Seven, the scientific research methods used in this topic:

1, literature research method: literature research method runs through the whole research process. We should constantly learn new educational theories at home and abroad, the development trend of new curriculum reform and relevant theories of effective teaching. Draw lessons from the existing theoretical achievements, support and construct the theoretical framework and methodology of this topic, change the educational concept and adjust the teaching ideas.

2. Investigation and research method: investigate the teaching situation of teachers and the learning situation of students with chemical learning difficulties, find problems and determine operational variables; New methods, strategies and experiences of investigation, summary and application; Investigate the development of students after the implementation of teaching research, provide examples for the establishment of effective teaching mode, and feedback and optimize the actual operation of classroom teaching mode.

3. Experimental observation method: Through the implementation of operational variables, observe changes, compare before and after measurement, and analyze causal relationship, so that knowledge rises from perceptual to rational, and then rational conclusions guide teaching practice.

4. Action research method: try to solve the new problems in the construction of effective teaching mode with the latest educational theory, sum up learning while practicing, feedback and modify the action plan in time, learn by action and act in research.

5. Experience summary method: In the process of project research, the project should be summarized in stages. Using this method, teachers' knowledge and understanding in research practice can be well summarized and improved, which can be used in the later stage of sorting out the results and identifying the problems.

Eight, the research steps of this topic:

Step 1: Determine the research question.

According to the research process, this topic involves the investigation and study of students with learning difficulties in chemistry, the creation of learning environment, transformation strategies and so on. The contents to be studied in this topic are as follows: 1, investigation on the causes of students with learning difficulties in mountain middle schools; 2. Schools and teachers should create a teaching environment, change the learning attitude of students with learning difficulties, and improve their learning interest, enthusiasm and classroom participation. 3. Improve the effectiveness of classroom teaching, so that students with learning difficulties can learn to learn, enjoy learning, love learning and be eager to learn, thus realizing the ideal transformation.

Step 2: Study the order of the questions.

According to the research process, the current situation survey was conducted first, and the students' opinions and suggestions on chemistry were collected through questionnaires in senior high schools. Through these opinions and suggestions, we can reasonably organize teaching practice, create teaching environment and seek ways to transform students with learning difficulties.

Step 3: Refine the research questions.

The details of the topic are as follows: 1. A questionnaire survey was conducted at the beginning of the semester to analyze the present situation of chemistry teaching and learning, so that teachers can better understand students and improve teaching. 2. Understand the students' learning background, such as family environment, parents' attention to students' learning, the influence of the surrounding environment of the school, students' attitude towards chemistry learning and other factors; 3. Investigation on the difficulties encountered by students with chemical learning difficulties in attending classes, doing homework, effective communication between teachers and students, and cooperation and exchange among students; 4. On the basis of these surveys, through teachers' teaching practice, specific methods and strategies for transforming students with learning difficulties are put forward according to different situations, which can effectively correct their learning attitudes, stimulate their interest in learning, regain their confidence and strive for greater progress. 5. How to carry out stratified teaching reasonably, not only taking into account the teaching of students with learning difficulties, but also cultivating excellent students, and put forward specific strategies and methods to make poor students become excellent students and excellent students become more excellent.

Nine, the task force members division of labor:

Project leader:

1. Responsible for project declaration and establishment;

2. Draft the experimental plan, start report and end report.

3. Distribute the research tasks of each participant reasonably. The task should be specific, clear and operable.

4. Hold regular meetings of research group personnel to understand the research situation and strengthen research guidance.

5. Conduct business training for the members of the research group from time to time, strengthen project management, and urge the participants to complete the research tasks on time.

6. Collect the main data and process data that can reflect the project results in time, and standardize the data arrangement.

7. Summarize the research by stages. Timely remedy the problems in the previous investigation and arrange the next stage of work.

8. Report the selection materials of scientific research achievements on time.

9. Strengthen contact with the municipal teaching and research section and similar schools.

Members of the research group: XXX, XXX, XXX, XXX.

Teachers 1, XXX, XXX are responsible for completing the research tasks assigned by the research group and conducting specific practical research.

2. teacher 2 XXX is responsible for collecting and sorting out research materials, teaching cases, teaching reflection and stage summary at any time.

3, XXX teacher is responsible for the final stage of the project data collection and sorting.

X. Expected research results:

;