With the care and support of leaders at all levels and the unremitting efforts of all members of the mathematics research group, our school successfully declared the municipal mathematics project "Research on Improving the Learning Interest of Students with Mathematics Learning Difficulties" in June 20 12.

Interest is the best teacher for students to learn mathematics, and interest is the internal driving force for children's growth. In practical teaching, we often meet some students with learning difficulties, who show difficulties, fears and other behavioral and psychological problems. With the popularization of compulsory education, students with learning difficulties are an unavoidable teaching problem for teachers. No matter what class or subject, there are more or less a certain number of students with learning difficulties. They bring some discordant notes to teachers' teaching, bring psychological pressure to their own study, and seriously affect their healthy and happy growth.

Our school is a township primary school with class *** 19. Most students come from rural areas and migrant children. In recent years, although the quality of education and teaching in the school has been obviously improved, gratifying achievements have been made. However, we are also soberly aware that there is still a big gap between our school's math scores and those of our brother schools in urban areas, because a large number of students are still "trapped" in their studies and abilities. In order to close the distance with the brother schools in the city and make every student gain something, we must improve the effectiveness of classroom teaching and always pay attention to the growth of students with learning difficulties. Therefore, relying on the guiding ideology of the school, "don't give up any student, let every classmate progress!" " "The purpose of this study is to help students with learning difficulties get out of their learning difficulties and psychological difficulties. Through research, let them grow up healthily and happily, form good study habits and stimulate their interest in mathematics learning.

Second, the definition of the subject

1. The students with learning difficulties involved in this topic refer to students who can't meet the basic requirements set by teachers in their studies for various reasons and have a certain gap with the actual teaching objectives. This kind of students are plastic in the learning process, and can transform the "bad" phenomenon under certain remedial premise.

2. The purpose of this study is to help students with learning difficulties to induce their learning habits and learning ability, cultivate their learning motivation, re-stimulate their interest in mathematics learning, and thus stimulate their initiative in mathematics learning.

3. Countermeasures to transform students with learning difficulties: In order to improve the quality of students with learning difficulties in an all-round way, we must transform students with learning difficulties and find out the reasons why they are "sleepy" in order to prescribe the right medicine. With the help of teachers, students with learning difficulties can finally improve their learning interest and learning ability.

Third, the goal of the study.

Through the research of this topic, a set of effective ways and methods suitable for the actual situation of all grades in our school, even for the students with learning difficulties in rural primary schools who like mathematics are explored. Respect and care for every student with learning difficulties, so that they can change from "learning weariness" to "learning gain", to "willing to learn" and finally to "loving learning".

Fourth, the main content of the study.

Analysis of Psychological Status of Students with Learning Difficulties

1, the level of learning motivation is low.

Their learning purpose is not clear and their learning attitude is not correct.

2. Not interested in learning.

They can't listen carefully in class and finish their homework in time.

3. Emotional negativity in mathematics learning.

When they see a math class or a math teacher, they will have resistance.

4. Weak learning will

They like to do things anticlimactic, and it is easy to give up halfway.

Second, find out the causes of students with learning difficulties

1, not interested in math learning, don't like learning math.

2, poor learning foundation, work can not keep up.

3. The education methods of schools and parents are not reasonable enough.

4. Left-behind children are left unattended.

5. Migrant children are highly mobile.

6. Incomplete and disharmonious family and social environment will have a negative impact on the psychology of students with learning difficulties.

Third, the transformation strategy of students with learning difficulties

1. Cultivate students with learning difficulties' interest in learning mathematics and stimulate their desire to learn.

2. Create conditions to promote their participation and build a display platform for students with learning difficulties.

3. Strengthen the cultivation of the will of students with learning difficulties and keep the persistence of learning desire.

4. Carry out mutual learning activities, arrange seats for students with good Chinese to match them, and create a good learning environment for them.

Parents and teachers actively cooperate to urge children to study hard and develop good study habits.

6, tap the bright spots of students with learning difficulties, praise more and criticize less.

V. Research objects and methods.

1, research object

In order to achieve the research goal, during the preparation of the subject, we selected four experimental classes, namely 1 (3), 2 (3), 4 (2) and 5 (1), and selected four young professional teachers, Zhu, Zhao Changjuan and Ding Chunlian, as math teachers in these classes.

Class 1 (3): Hu Jiayue, Chen Tengfei, Wang Siyu, Cui Jun

Class 2 (3): Zan Zheng Le Sheng reads Jackie Chan and Cha Zhicheng.

Class 4 (2): Wang Guang

Class 5 (1): Fang Jie Wu Longqing Jia-hao Chen Wang Jiaxing Ding Hao

2. Research methods

In the process of research, we mainly use:

Literature research method: mainly in the initial stage, through consulting, collecting, analyzing and synthesizing the literature and video materials about students with learning difficulties, we can obtain the information we need to use.

② Survey methods. Mainly in the initial stage, through the questionnaire survey to understand the learning situation and reasons of students with learning difficulties, to provide a basis for research.

③ Experimental methods. Through the quasi-experimental method, the classroom experiment scheme is implemented, and the changes of students' learning interest are observed in the experiment, the law is summarized, and the countermeasure system is constructed.

④ Action research method. Design teaching activity plans, implement actions, and improve research ideas and programs.

⑤ Experience summary method. Summarize the experience gained in research activities and form research rules and methods.

⑥ Case study method. Conduct case analysis, classified research, follow-up investigation and evaluation on representative students, and write case study reports to provide effective help.

Research process of intransitive verbs

The research time of this topic is from June 20 12 to June 20 14, and its process is as follows:

Preparation stage: (2012.06-2012.5438+02)

1, determine the theme;

2. Organize the experimental team, carefully select the teachers who participate in the research, and clarify the specific research content and their respective division of labor: Chen, director of the project director's guidance office, is responsible for the organization of the research, and completes the opening, mid-term and closing reports of the project and the news reports of the project; Mr. Wu Yuejun, the head of the teaching and research group of the comprehensive group, is responsible for studying the former form of setting, and He Shenggen, director of the General Affairs Office, is responsible for the latter form of setting (due to the need of school standardization construction, Mr. Wu Yuejun changed to teach science, and the research group re-selected Director He Shenggen as a member of the research group), responsible for the first draft of the mid-term project and the final report; Two teachers, Connor and Ding Chunlian, the leaders of the mathematics teaching and research group, are responsible for the data collection of the research group; Connor, Ding Chunlian, Zhu and Zhao Changjuan are teachers in the experimental class, collecting and sorting out experimental data to help students with learning difficulties;

3. Carefully select the classes to participate in the study and determine the research objects;

4. Hold a special meeting, study the experimental scheme, and collect and consult relevant literature;

5. Write the opening report to prepare for the previous research work.

Implementation stage: (2012.12-2013.12)

1, organize teachers to learn relevant theories;

2. Conduct experimental research:

A, establish a portfolio for students with learning difficulties; According to the situation of students with learning difficulties in each class, a questionnaire survey of students with learning difficulties (teachers' papers), a questionnaire survey of parents of students with learning difficulties, a questionnaire survey of students with learning difficulties and a questionnaire survey of students with learning difficulties themselves were conducted. According to the relevant data collected from these four questionnaires, the experimental teacher made an analysis and research, made an evaluation form for teachers with learning difficulties, and filled out the registration form for students with learning difficulties according to these data, and made a detailed assistance plan.

B according to the aid plan, the teachers who participated in the experiment began to help the students with learning difficulties in and out of class. In the whole research process, the experimental teachers helped the students with learning difficulties 80 times.

C. the seminar of the research group is also held at the same time. During the whole research process, the research group conducted 17 seminars in different semesters. The members of the research group participated in the whole process of attending lectures and evaluating classes, and guided the teachers to write teaching reflections. Lay a solid foundation for the smooth progress of the experiment;

D. Teaching notes: In addition to attending seminars, members of the research group help students with learning difficulties in and out of class, and also write down their feelings in the process of helping and post them on their blogs;

E, every semester, the research group holds special meetings regularly. During the whole research process, the research group held nine special meetings in different semesters. At the meeting, the members of the research group communicated and exchanged views on the problems encountered in the research process. At the same time, the research group also held a salon discussion, exchanged research experience, research steps in the research stage, and summarized the process experience.

Summary stage: (2013.12-2014.06)

The experimental teacher writes auxiliary summaries, collects information about the research process, writes a conclusion report, sorts out and compiles the research results, and forms an excellent case set.

Seven. research results

In the research and practice in the past two years, we found that when the teaching mode and teaching methods change, the teaching and learning environment rises, and the enthusiasm of autonomous learning is mobilized, the learning potential of students with learning difficulties will be greatly stimulated and amplified. The members of the research group also have a new understanding of mathematics classroom teaching and many educational concepts, especially how to help students with learning difficulties.