Left-behind children in rural areas refer to children whose parents or one of their parents moves with them in other areas, and whose children are forced to stay at their domicile and cannot live with their parents. In view of the education status of left-behind children, special investigation and research are carried out, aiming at truly and comprehensively understanding the study, life and psychological state of left-behind children, exploring targeted rural school education means and development direction, and establishing a new education model. Let the majority of left-behind children in rural areas grow up healthily and happily. Through a large number of questionnaires and case follow-up studies, the characteristics of left-behind children's study, life, psychology and emotion are mastered, which provides a strong basis for further analysis and research. According to the census statistics, in March 2007, there were 19 18 registered primary school students and 1592 left-behind children in Sanqiao Town, Huaining County, accounting for 83% of the total number of students. There are 1 148 left-behind children whose parents go out, accounting for 72% of the total, and 444 left-behind children whose parents go out unilaterally, accounting for 28% of the total. With the deepening of the new curriculum, the requirements and ability of students to learn mathematics knowledge are constantly improving. More and more students have a negative attitude towards mathematics learning, weak interest and lack of confidence, which leads to the emergence of "students with learning difficulties". Dialectical materialists tell us: "Everything has duality". Therefore, "students with learning difficulties" are relative, temporary and changing. "Students with learning difficulties" are faced with mathematical problems. When the existing level of mathematical knowledge is far from the level needed to solve mathematical problems, they cannot solve them in a certain period of time and need the help of others. After the problem is solved, the problem-solving level of "students with learning difficulties" will also be improved accordingly. Faced with this situation, primary school mathematics teachers should adopt effective strategies in teaching and transform the existing "students with learning difficulties". This requires our math teachers to completely change the concept of education and teaching and constantly improve themselves. We should truly understand and implement the objectives and requirements of the new mathematics curriculum standards: our education and teaching are for the mathematics development of every student, for the all-round development of students' mathematics, and for the individual mathematics development of "students with learning difficulties". It can make "students with learning difficulties" and ordinary students study fairly, create a harmonious mathematics environment, do a good job in the transformation of "students with learning difficulties", promote school quality education and improve the quality of mathematics education. Second, the theoretical basis and practical basis

In recent years, the research in the field of "students with learning difficulties" in China has entered a new stage. The focus of the study has shifted from discussing the characteristics and causes of children with learning difficulties to how to effectively improve their backward learning situation through educational intervention, thus improving the quality of compulsory education in China on a large scale. At the same time, how to guide and help children with learning difficulties to successfully enter the society is being discussed in depth. Therefore, educators in China have done a lot of intervention research in the fields of family education, education and teaching, subject education, cognitive psychology and so on, and achieved remarkable results. These previous studies have provided a solid theoretical and practical foundation for the development of our subject.

Third, the theoretical basis of the research.

1, Pedagogy Theory: Educational activities are purposeful activities, and the highest purpose of such activities is to cultivate the educated into members needed by society and make people develop in an all-round way. The all-round development of human beings begins with the cultivation of personality, and students should be provided with sufficient time and space for practical activities, so that they can enter the independent, active and creative learning process. Fully mobilize every student including "students with learning difficulties" to participate in classroom teaching activities, so that they can all develop healthily.

2. Theory of Multiple Intelligences: The theory of multiple intelligences holds that human intelligence has diversity, and the high development of a certain kind of intelligence is the discovery and promotion of human intelligence, while for a certain kind of intelligence that has not developed, it can be developed through acquired development.

3. Psychological point of view: Cognitive process refers to the process of acquiring knowledge and is the most basic psychological process. In the relationship of "need, inducement and motivation", need is the reflection of people's objective requirements, which can come from the internal environment of the organism or the surrounding environment of the individual; Motivation is generated on the basis of needs, and the inducement is external stimulus associated with needs, which attracts the activities of organisms and makes it possible for needs to be met. This shows that it is feasible for teachers to mobilize "students with learning difficulties" to actively participate in teaching activities and let students improve their knowledge and ability.

4. Philosophical point of view: "External cause is the condition of change, internal cause is the basis of change, and external cause works through internal cause". Teachers actively mobilize the learning enthusiasm of "students with learning difficulties" in classroom teaching, stimulate their learning motivation, and let them take the initiative to participate in teaching activities, thus improving their learning efficiency in classroom. This is in harmony with the teaching concept of giving full play to students' subjectivity.

5. Modern classroom teaching theory: Modern classroom teaching is a teaching practice that is guided by modern advanced educational concepts and teaching theories, aimed at all students, comprehensively improving students' basic qualities as modern people, fully embodying students' dominant position and realizing the optimal combination of various elements in the teaching process.

Fourthly, the contents and methods of the research.

(A) Analysis of the psychological status and causes of students with learning difficulties

The so-called "students with learning difficulties in mathematics" refers to the individual or group of students who are despised by other students in the class because of teachers' prejudice or because of their families and students themselves. Their characteristics are incorrect attitude, lack of self-confidence, poor learning methods, passive learning and poor study habits. Under the normal teaching requirements, they find it difficult to learn mathematics and have some difficulties in completing the task of learning mathematics (hereinafter referred to as "students with learning difficulties"). They are listless in class, tired of studying and writing homework, afraid of exams, lacking the spirit and ability of independent thinking and learning, and their math scores are getting worse and worse.

1. Analyzing the psychological characteristics of students with learning difficulties, such as perception, motivation, interest, thinking, emotion and will, can make the transformation work targeted. So what are the psychological factors of their learning difficulties?

Students with learning difficulties have poor perception integrity, inaccurate perception of the knowledge structure and formal structure of mathematical problems, and often only pay attention to isolated phenomena, ignoring the analysis of the internal relations and implied conditions between mathematics, which is easy to make mistakes in solving problems. If judging whether the sentence "A rectangle and a square have four right angles and the sides are equal" is correct, students with learning difficulties will often easily judge that this question is wrong. Their reason is that the square is not equal to the opposite side, but all four sides are equal, which shows that they have not clarified the knowledge structure and connection between the two plane figures.

The concentration time of attention is short, the stability is poor, and the transfer ability of intentional attention is poor. When solving complex application problems, attention can't be shifted with the change of plot, condition and quantitative relationship, and it is also easy to be distracted by external interference.

Lack of a correct understanding of the importance of learning, not seriously thinking about the important position of learning in life, and thus lack of strong learning motivation.

Left-behind children are better than other children in material life They dress in fashion, are more particular than other students, and like to compare with each other. Their pocket money is more than three times that of other children. They don't like staple food, but like snacks such as instant noodles.

Left-behind children's mathematics learning is generally poor. Left-behind children generally have unclear or bad learning goals. 3 1.9% of left-behind children think that reading is to earn more money (other students 15.3%), and nearly a quarter of left-behind children think that reading is useless (other students 3.7%). Most left-behind children have a poor attitude towards mathematics learning. They hate learning, and their homework is mainly plagiarism. Some students even play truant.

The physical and mental development of left-behind children is in a sub-health state. Compared with other children, left-behind children are generally stunted and have bad eating habits. They have personality defects, very introverted, self-abased, withdrawn, indifferent and poor interpersonal skills. They are always self-centered and very overbearing. They are eager to be with their relatives. 89.4% of left-behind children hope or very hope that their parents are at home.

The temporary guardian of the left-behind children cannot complete the guardianship task. Temporary guardians are mostly grandparents of children, accounting for 49.7% over 60 years old and 67.4% with education below primary school.

Not interested in learning itself. In the past, they didn't establish a good knowledge network and didn't know where to start learning new knowledge, which easily led to boredom and fear, thus weakening their confidence and interest in learning.

Weak will, weak self-consciousness, low self-control, unable to complete the learning task in a planned way, not diligent in learning, somewhat tasteless in doing things, lacking the spirit of hardship, and lazy in behavior.

2. The appearance of students with learning difficulties is not only related to personal psychology and behavior, but also closely related to school reasons.

Teachers' knowledge level and ability to impart knowledge affect students' desire for knowledge to a certain extent.

Because of the fast pace of teaching, the requirements for teachers are high, and the teaching mode and requirements are simple and unified. Fast-paced teaching makes it difficult for these students to adapt, the knowledge they have learned is indigestion, and the high teaching requirements make them sigh.

Teachers consciously or unconsciously show their preference for top students, and ignore students with learning difficulties, which will make them negative and pessimistic and breed self-abandonment. In peer relationship, students with learning difficulties are obviously rejected by other students.

(B) "Students with learning difficulties" transformation strategy:

The number of "students with learning difficulties" in primary school mathematics learning will increase with the increase of grade. Therefore, effectively transforming students with learning difficulties in mathematics has become one of the key links to comprehensively improve the quality of mathematics teaching.

1. Stimulate the learning desire of students with learning difficulties

(1) pays more attention to stimulating learning motivation.

Without love, there is no education. Teaching experience shows that teachers' love can make students have indirect interest in learning. Therefore, in teaching, teachers should start with caring and respecting the personality of "students with learning difficulties", insist on giving them love, stimulate their learning motivation and cultivate their interest in learning mathematics.

(2) Strengthen practical operation and cultivate interest in learning.

Mathematical knowledge is abstract and logical, and primary school students have the characteristics of transition from concrete thinking in images to logical thinking. Most of the "students with learning difficulties" have simple thinking, and they seem too lazy to think about any slightly complicated problems. Therefore, teachers do their favorite activities by hands-on exercises, such as posing, measuring, drawing, folding and folding. Promote the joint participation of hands, brain, eyes and mouth, and promote the mind with dexterity.

(3) Encourage timely evaluation and consolidate interest in learning.

"Students with learning difficulties" have many problems in class activities, and there are few opportunities to be praised by teachers and classmates. Therefore, in teaching, teachers should always pay attention to observation and understanding, strive to capture the bright spots in the thoughts and behaviors of "students with learning difficulties" and give them timely encouragement. At the same time, we should pay attention to the implementation of hierarchical evaluation, because students' cognitive styles are different, and "students with learning difficulties" are more obvious in these aspects. If we use a standard to measure quality, they will lose their self-esteem and self-confidence in learning.

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

(1) Ask questions first.

In classroom teaching practice, as long as a teacher asks a question and finds a "student with learning difficulties" raise his hand, he will be immediately asked to answer, and the correct answer will be praised and encouraged. Those with incomplete or wrong answers can sit down and think, and then let him answer after listening to others' answers, and those with correct answers will be praised. In this way, students with learning difficulties will have a second chance if they fail once, and strive to stimulate self-motivation and satisfy their sense of accomplishment.

(2) performance is preferred.

Blackboard performance can not only check students' mastery of knowledge, but also cultivate students' attention and aesthetic taste, so that students can concentrate on analyzing problems and come up with solutions to them, and show them to the audience with the most beautiful performance and the highest level. Before teaching, according to the students' reality and teaching content, investigate and understand the knowledge learned by "students with learning difficulties" to prepare for their performance in class. When students with learning difficulties encounter problems that they can do in class, let them give priority to acting. At the same time, students with learning difficulties are not only required to calculate and write carefully, but also to tell the whole class the truth of doing so and exercise their courage to actively participate, which not only consolidates their knowledge but also strengthens their self-confidence and strengthens their successful experience.

(3) Game activities are preferred

In classroom teaching, teachers should carefully design some game activities, try to let "students with learning difficulties" participate, let them understand and master knowledge in the fun of games, and let their wisdom shine continuously. By providing priority activities for students with learning difficulties, their enthusiasm for learning is greatly inspired, their urgent desire to show themselves is realized, their enthusiasm and initiative to participate in learning are stimulated, so that they can actively explore, understand and master knowledge in games and taste the joy of learning success, thus inducing their desire for success.

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

(1) Educate "students with learning difficulties" according to the teaching content and taking learning as the purpose.

Will is a psychological process in which people consciously set their own goals and control their actions to achieve the predetermined goals. Through investigation and study, one of the reasons for poor academic performance of "students with learning difficulties" is unclear learning objectives and poor self-control. Therefore, in teaching practice, teachers should combine the teaching content, constantly educate students with learning difficulties, guide them to control and restrain their own thoughts and behaviors, and concentrate on their own learning. We can also guide students with learning difficulties to understand the role of mathematics knowledge in combination with specific problems, and further strengthen their learning objectives, so that they can be strict with themselves, concentrate on lectures, be diligent in thinking and develop good study habits.

(2) Guide "students with learning difficulties" to exercise their will in overcoming learning difficulties.

Practical activities are the source of the generation and development of will, and children's will is honed in the process of constantly overcoming difficulties. Therefore, in classroom teaching, teachers should aim at students' actual situation and cognitive characteristics, let "students with learning difficulties" jump enough, step by step, carefully design topics with certain level and interest, and encourage "students with learning difficulties" to overcome their difficulties through their own efforts.

(3) Play an exemplary role and enhance the confidence and courage of students with learning difficulties to overcome difficulties.

4. To solve the education problem of left-behind children, since it is an education problem, it is of course necessary to start with the internal reform of education and strengthen the education and management of left-behind children.

First of all, we can strengthen the construction of rural boarding schools. The new boarding school not only provides accommodation for students during their study, but also supervises, educates and cares for left-behind children from beginning to end. In fact, the school acts as a temporary agent "guardian" for left-behind children in a specific period. In other words, the school will form a new home for many left-behind children. Let them live, study and play together.

Secondly, schools should strengthen contact with parents of left-behind children. Schools should make full use of various opportunities to strengthen contact with parents, so that schools and families can form a joint force and strengthen the education of students. Some class teachers set up parents' contact cards, set up parents' hotlines and hold parent-teacher conferences, which are all effective methods.

Third, improve the curriculum of school education. School education is an important part of children's education. Teachers are professional educators. They should provide targeted counseling and education according to the physical and mental characteristics of left-behind children, and carry out a series of caring activities to guide left-behind children out of the shadows and master life skills.

5. Call on the whole society to care about the problem of left-behind children and care for them. We live in a big family of society and always feel the influence of the environment. If people in the whole society care for the left-behind children, they will feel that although they lack affection, they will get the warmth of society and make up for the lack of separation from their parents. The Third Bridge Central School has launched the activity of "letting the family relationship extend infinitely" for the left-behind children, making the "family relationship" that was originally unrelated to blood become a harbor for the left-behind children to "happily educate and grow up", which is a new measure.

Example is a silent force, which can play the best exemplary role in cultivating the good will quality of "students with learning difficulties" This role can often arouse their emotions and make them germinate. "I want to study as hard as they do, study hard, be not afraid of difficulties, climb the peak of science forever and be a great person." In teaching, teachers should always tell stories created by mathematicians in combination with the teaching content. I believe that if there is a harmonious social environment, everyone cares about the left-behind children, the psychological barriers of the left-behind children can be eliminated, and the negative impact of the lack of family relations on the sound development of personality can be compensated. If we can give full play to the role of professional education talents-teachers, we will certainly not let left-behind children lose at the starting line; If parents of left-behind children can change their ideas and attach importance to their children's all-round and healthy development, they can give consideration to work and education and achieve the best of both worlds. As long as the society, schools and families care for the left-behind children, they can transform the left-behind children with learning difficulties and let them grow up healthily and happily like other children.