1. Definition of students with learning difficulties in mathematics
Bell pointed out in "Teaching and Learning of Mathematics in Middle School": 4 The definitions of students with learning difficulties in mathematics (hereinafter referred to as "students with learning difficulties") are various, and they are usually evaluated according to IQ, mathematics achievement, teacher evaluation, reading level and their comprehensive standards. It is inconvenient to evaluate students with learning difficulties in mathematics according to this definition. The author thinks that as long as students meet the requirements of the syllabus, they should be regarded as qualified, rather than having to divide students into several grades. Therefore, students with learning difficulties in mathematics can be defined as: [1] students with normal intelligence and in normal teaching environment. In the same group, the level of mathematics learning is low, which can not meet the requirements of the corresponding mathematics teaching syllabus stipulated by the state. Some of them are caused by poor mathematical ability and basic knowledge, and some are caused by non-intellectual factors and environmental factors, but the same performance is that they can't master the corresponding knowledge and ability stipulated in the mathematics syllabus, and the mathematics learning effect is low.
2. The significance of this study
The difficulty of transforming students with learning difficulties in mathematics makes people realize more and more that it is not enough to prevent students with learning difficulties in mathematics only from the perspective of intelligence, but also to pay attention to the influence of non-intellectual factors on learning. Relevant research shows that the contribution rate of intelligence factors to academic performance is 22%, while the contribution rate of non-intelligence factors to academic performance is 59%. [2] There is no doubt that emotional factors are an important aspect of non-intellectual factors. As a natural subject, mathematics has strong logical content and weak emotional color, but the role of emotional factors in mathematics teaching can not be ignored. Bloom's book Educational Evaluation points out: 4 Cognition can change emotions, and emotions can also affect cognition. 1/4 of the difference in students' grades can be explained by personal emotional characteristics.
At present, quite a few schools have some problems in teaching activities, both in teaching ideas and teaching methods:
(1) People often measure the quality of teaching by the enrollment rate, ignoring the transformation of students with learning difficulties and helping teaching, thus making them lose their confidence in learning and fall into a vicious circle.
(2) Most students with mathematics learning difficulties lack interest, enthusiasm and initiative in mathematics learning. Sensitivity, inferiority and self-abandonment are their empathy. However, under the existing teaching mode, it is difficult to teach students in accordance with their aptitude in our education and teaching activities, and it is difficult to pay attention to the emotional cultivation of students.
(3) In teaching practice, teachers generally believe that it is the task of liberal arts teachers to cultivate students' learning emotions. As for mathematics and physics, it is unnecessary and impossible to achieve this goal. Therefore, science teachers often neglect to cultivate students' emotions.
(4) We often feel students' emotional factors in the teaching process, but when we evaluate students, we almost never only evaluate their cognitive results, and rarely consider the influence of emotional factors on cognition.
Second, the investigation of emotional characteristics of students with mathematics learning difficulties
We selected three ordinary middle schools in Shaoyang No.3 Middle School, No.5 Middle School and Changsha No.9 Middle School, and randomly selected two classes (***4 classes) from the first and second grades of each middle school. The subjects of the survey are students with learning difficulties and excellent mathematics students, as well as their teachers and parents, with students as the main part and teachers and parents as the auxiliary part. The students with mathematical learning difficulties surveyed are required to score less than 50 points in the mid-term and final exams, have no obvious physical illness and mental history, and have normal intelligence, except for those with IQ below 80; The outstanding students in mathematics learning surveyed require that their mathematics scores in the mid-term and final exams be above 85. * * * 129 students were taken as subjects, and 22 valid questionnaires were collected * * * 122, including 59 excellent students in mathematics learning and 63 students with mathematics learning difficulties.
The survey method is mainly questionnaire survey, and the survey time is arranged uniformly. The design of the questionnaire draws on the opinions and suggestions of relevant experts, and has been discussed, revised and compiled with relevant teachers. Questionnaires, interviews and discussions are the main methods to investigate students, supplemented by observation. Teachers were investigated in the form of lectures and interviews, and parents of these students were investigated in the form of interviews.