A case study on the transformation of "senior students" and "students with learning difficulties" in primary schools: final report
Secondly, the executive summary.
Quality education requires facing all students and improving their quality in an all-round way. The core idea is to make every student develop. The difference between students is inevitable, and teachers must acknowledge and respect this difference. Junior students are happy to learn mathematics, while senior students gradually develop into an attitude of losing confidence or even giving up on mathematics learning for various reasons. If left unchecked, these students can hardly adapt to the development of society. Therefore, we must pay attention to these "students with learning difficulties" and let them study mathematics happily. If these "students with learning difficulties" can't enjoy the same treatment as other students in their study and life, it will seriously dampen their physical and mental health and affect their future studies and career. The development of students is the starting point and destination of mathematics curriculum. The development of "students with learning difficulties" is a stumbling block to achieve this goal, which has been puzzling mathematics educators. Primary school mathematics education is the enlightenment stage of the whole mathematics education, which is of great and far-reaching significance for realizing the development of students. Therefore, it is imperative to explore effective transformation strategies for students with learning difficulties.
Third, the definition of the topic
"Students with learning difficulties" refers to students with normal intelligence, but because of bad study habits and improper methods, or influenced by social and family environment, they have difficulties in learning and cannot meet the basic requirements. Compared with most students of the same age, these students have obvious difficulties in learning. With the continuous increase of grades, these students' interest and enthusiasm in mathematics learning are getting lower and lower, and gradually develop into an attitude of losing confidence or even giving up in mathematics learning, which leads to the decline of mathematics scores and becomes "students with learning difficulties" in mathematics. According to the main reasons for the formation of "students with learning difficulties", they can be divided into the following categories: 1, inferiority, laziness, and weak thinking.
According to the main reasons for the formation of "students with learning difficulties", this topic focuses on three typical cases to seek positive and effective educational countermeasures, and finally provides practical basis for the effective transformation of "students with learning difficulties".
Fourthly, the theoretical (policy) basis of the subject.
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.
Verb (abbreviation of verb) project demonstration
(A) Review of relevant research literature
There are many researches on the transformation of "students with learning difficulties" at home and abroad, and the typical ones are:
1, a German educator, once said: "Only after a thorough, full and thorough understanding of people and human nature, based on this understanding, diligent exploration, and naturally all other knowledge necessary for love and education, can real education blossom and flourish." This passage tells us profoundly that in order to arouse the enthusiasm of students with learning difficulties, we must optimize their psychology and get rid of their weariness of learning, so as to succeed.
2. Wynn brenner's Teaching Strategies for Students with Learning Disabilities (translated by Susan Wynn brenner, Liu Song Liu Qiaoyun, China Light Industry Press, 2005. 1) provides many practical teaching strategies and methods, from preparing lessons, attending lectures to evaluation, from language teaching to various subjects teaching, from students' cognitive development to emotion and personality. From teachers' daily teaching to contact with parents and so on. It runs through the whole teaching process, and teachers who care about "students with learning difficulties" can find suitable working methods according to their respective working nature.
(B) the importance and necessity of research
The problem of "students with learning difficulties" is a common problem in every country that implements compulsory education. It is generally believed that such students account for about 8%- 10% of all school-age children. Such a huge group has attracted more and more scholars' attention, so the research on "students with learning difficulties" has gradually deepened. How to take effective measures to transform "students with learning difficulties" so that "everyone can get the necessary mathematics" in the new curriculum standard can be implemented concretely, so it is imperative to explore effective strategies to transform "students with learning difficulties".
(c) objectives of the study
1. Through the case study of "students with learning difficulties", we can develop learning potential, induce learning motivation, stimulate learning interest, sharpen learning will and cultivate learning enthusiasm from non-intellectual factors. And then form good study habits and promote the effective study of "students with learning difficulties".
2. In practice, combining the analysis and transformation of the causes of "students with learning difficulties" with daily education and teaching practice, verifying and supplementing them in time, and summarizing the strategies that can promote the effective learning of "students with learning difficulties".
3. Develop teachers' teaching potential, improve teachers' ability of teaching, scientific research and transforming "students with learning difficulties", and promote teachers' professional development.
Six, research content, research methods and research process.
(A), select the research object
It is a necessary prerequisite to carefully analyze the learning situation of the research object. Through questionnaire survey and discussion between teachers and students, the first-hand information is obtained, and on this basis, the transformation teaching plan is formulated in line with the learning situation.
Starting with the situation of students' mathematics learning in my class, I chose three representative students as the research objects, mainly because they have some difficulties in mathematics learning and need more care and guidance. In order to grasp the information of each teaching object more accurately, I first conducted a questionnaire survey on them. The main purpose of the questionnaire survey is to understand the following four aspects of information: (1) I want to know the subjects' preferences for mathematics, so the first question is: Do you like mathematics? (2) Understand the difficulties that students have in math learning. The second question is: What are your difficulties in math learning? (3) The third question is: What should I do if I encounter difficulties in my homework? (4) To understand the role of parents in children's study, the fourth question is: Do parents care about your study? How do they help you with your study? It can be seen from these three questionnaires that they are not afraid of math learning. When they encounter difficulties in their studies, they are not very positive and cannot overcome them independently. They always turn to external forces for help. Parents help their children with their studies in different ways. One student's parents do specific things, another student's parents stay in verbal care, and the last student's parents are indifferent. On this basis, I interviewed the head teacher and the classroom teacher on three teaching objects. The content of the interview is: What is their attitude towards learning? What about their parents? According to the above investigation and interview, the diagnosis report and individual teaching plan of the teaching object are preliminarily written.
(B), the specific analysis of the research object and transformation measures
Lv XX: I have no self-confidence and inferiority in math study. The mathematical foundation is weak, and it is difficult to understand mathematical concepts, but I am very serious, so the calculation accuracy is high.
Transformation measures: the teacher encourages her on various occasions to cultivate her self-confidence in learning mathematics, and at the same time helps her understand the concepts in math books after class, criticizes her homework face to face, and keeps abreast of her learning trends; Help her find a study partner so that she can consult at any time.
Wang X: My parents are very busy at work, so they have no requirements for him, so their study habits are poor. The homework is sloppy, the error rate is high, the habit of doing homework is not good, and the meaning of the question is often unclear, but the child's intelligence is acceptable and has certain ability to accept and understand.
Transformation measures: talk with students, help them understand their own problems and put forward their hopes, and at the same time strengthen supervision and supervision of school study; Communicate with parents, strengthen off-campus supervision, and gradually change students' attitude towards mathematics learning.
Han X: She is a very quiet little girl, very delicate. Compared with her peers, she has some difficulties in understanding and mastering mathematical knowledge, so her mathematical foundation is very poor and her study is very difficult.
Transformation measures: pay more attention to her learning process in class, use her spare time to help her understand and master new knowledge points, and communicate with parents to make a good help plan; Parents should carefully read their children's homework every day to ensure that their children can master knowledge points every day.
(3) Tracking and analyzing the research object.
In order to better implement the transformation of students with learning difficulties, we need to grasp the learning information of students at any time, so as to help us adjust the teaching plan in time and improve the teaching effect.
(1) Create the wrong problem file. The establishment of the wrong question file is to record the wrong questions of these research objects truly, and then analyze the reasons for their mistakes, and then put forward the correction plan on this basis.