The height of "logic" and "abstraction" in mathematical analysis is synonymous with high school mathematics. Although high school mathematics is the basic part of the whole mathematics system, it involves a wide range, so it is still difficult to master high school mathematics knowledge in an all-round way. However, with the deepening of curriculum reform, classroom "efficiency" has become the goal pursued by many math teachers. In order to let students master more knowledge and speed up the pace of class, students with poor foundation are naturally ignored. Over time, there are more and more "students with learning difficulties" in mathematics. There is a great relationship between learning efficiency and academic performance, and the learning efficiency of "students with learning difficulties" is relatively low. As an "old driver" of high school mathematics, the author will analyze the reasons for the low learning efficiency of "students with learning difficulties" and put forward some operable improvement measures to help everyone improve their learning efficiency and thus improve their mathematics scores.
Definition and characteristics of "students with learning difficulties" in mathematics 1 Definition of students with learning difficulties in mathematics: normal intelligence, no obvious impairment of brain nerve function, but poor learning effect due to bad behavior and improper teaching in mathematics learning; Students who can't complete their learning tasks according to the requirements of mathematics curriculum labeling or whose academic performance is far below their corresponding intelligence level. To put it simply, students who find it hard to learn mathematics think that mathematics is too abstract and boring, and their interest and enthusiasm in mathematics learning are not high.
2. The basic characteristics of "students with learning difficulties" in mathematics: (1) Knowledge: the basic knowledge of mathematics is weak, the knowledge is scattered and the knowledge structure is incomplete; The study of mathematical concepts, theorems and formulas is too superficial, and it will not be used flexibly, and the knowledge learned has not been internalized into its own knowledge.
(2) Methods and skills: the ability to understand mathematics is not high, there is no clear understanding of the management and differences between knowledge, and the problem-solving skills are relatively simple.
(3) Emotional attitude: lack of interest in mathematics learning, lack of enthusiasm, even boredom with mathematics classes, and incorrect attitude towards mathematics learning.
To learn mathematics well, all three are indispensable.
Reasons for the low learning efficiency of high school students with mathematics learning difficulties: As one of the most important courses in high school, mathematics scores play a vital role in the college entrance examination, so students, teachers and parents attach great importance to the position of mathematics in mathematics courses. There is a direct relationship between learning efficiency and learning effect, and the causes of students with learning difficulties in high school mathematics are closely related to their low learning efficiency. Low learning efficiency means that students spend a lot of time and energy on learning, but the learning effect is not ideal.
Cause analysis Through the investigation of some high school students with learning difficulties in mathematics, it is found that their low learning efficiency is caused by the following reasons:
1, intelligence factor: intelligence is the ability of people to solve problems and understand objective things by using knowledge and experience, including memory, observation, imagination, thinking and judgment. It refers to the ability to know and understand objective things and solve problems with knowledge and experience. According to scientific investigation, most people are of medium intelligence, so most senior high school students have similar intelligence level. In the study of high school mathematics courses, although students' intelligence level is similar, their basic knowledge, understanding ability and learning methods are different from person to person, and their learning ability to learn mathematics knowledge is also different.
Differentiation of intelligence factors: different concepts of brain contour
3. Non-intelligence factors: Non-intelligence factors refer to psychological factors, environmental factors, physiological factors and moral qualities other than intelligence, which have certain influence on students' mathematics learning. With the extension of students' learning years, the influence of intelligence factors on students' learning gradually weakens, while the influence of non-intelligence factors gradually increases. The influence of non-intelligence factors on mathematics learning efficiency is mainly reflected in the understanding of mathematics and mathematics learning, mathematics learning motivation, mathematics learning interest, mathematics learning will and so on. The low learning efficiency of students with learning difficulties has a great relationship with their interest in mathematics learning. If they have low interest and enthusiasm in mathematics learning, even if they invest a lot of time in mathematics learning, it is difficult to achieve good learning results.
4. Through the questionnaire survey of high school students with learning difficulties, it is found that 60% of the students are poor in mathematics because of their low learning efficiency, and most of them are girls, who spend more time in mathematics learning, but their math scores are still not ideal, still at 60? A 70-point scoring stage. In addition to their own factors, teachers' teaching methods, teaching effects, classroom effectiveness, learning environment and so on also have a certain impact on students' learning efficiency. Due to the limited classroom time, teachers have to finish a class, but some teachers ignore the learning ability of students with mathematics learning difficulties in order to catch up with the progress, which makes these students gain little in class.
Girls account for 85% of the base, and their learning efficiency is low.
Measures to improve the learning efficiency of students with learning difficulties in high school mathematics: the importance of high school mathematics is self-evident. Teachers, parents and students must unite and work together to change the present situation of students with mathematics learning difficulties. Improve students' learning efficiency, enable students to gain a sense of accomplishment in the process of mathematics learning, mobilize their learning enthusiasm, and achieve better mathematics results.
In view of the characteristics of students with learning difficulties in high school mathematics and the factors that affect the improvement of students' learning efficiency, we can improve the efficiency of mathematics learning from the following aspects:
1, from the student's point of view ①: Know your math level. In order to improve their math scores, students with math learning difficulties must have a certain understanding of their math level, know what the reasons are for their poor math learning, and take measures to improve them.
②: Cultivate interest in mathematics learning. As the saying goes, "Interest is the best teacher". Only when students are interested in mathematics can they learn mathematics more effectively. High school mathematics is boring and difficult to understand. Students with learning difficulties in mathematics are tired of mathematics, and this mood must be changed. Students should find ways to make themselves interested in mathematics, so as to eliminate the resistance in the learning process and improve learning efficiency.
③: Find a suitable learning method. Good learning methods can achieve twice the result with half the effort. Students' learning efficiency is low, largely because they have not found a suitable learning method, which leads to half the effort. There are thousands of ways to learn mathematics, and different students have different ways to learn mathematics. Students with learning difficulties should keep trying new mathematics learning methods until they find a suitable one and learn to draw inferences from others, so as to improve their mathematics learning efficiency.
2. From the teacher's point of view ①: Establish a good teacher-student relationship. Good teacher-student relationship is the prerequisite for the smooth progress of mathematics classroom, so teachers should strengthen communication with students with mathematics learning difficulties in class and after class, and cultivate good teacher-student relationship. In the process of communicating with students, help students find the problem of low learning efficiency, and strive to help students learn math well.
(2) arouse students' learning enthusiasm. Influenced by exam-oriented education, students' academic performance is mainly to get good grades. Many students made a lot of efforts at first, but their math scores were still not ideal. Students' learning motivation is lost and their learning enthusiasm is low. Mathematics teachers should enliven the classroom atmosphere and take some measures to arouse students' learning enthusiasm. Especially under the advocacy of "bilateral" teaching, teachers should not only play a leading role in the classroom, but also play the main role of students, so that students can actively participate in classroom learning and master what teachers say in the classroom, thus improving classroom efficiency and students' learning efficiency.
③: Teaching students in accordance with their aptitude. For students with learning difficulties, the foundation of mathematics is already very weak, and new knowledge is also increasing. The more students learn, the less they can learn, and the enthusiasm for learning will be frustrated. Teachers should follow the principle of teaching students in accordance with their aptitude, adopt different teaching methods for different students, strengthen the guidance for students with mathematics learning difficulties and help them master mathematics knowledge. ? After taking the above measures in senior high school mathematics teaching, the math scores of those students with learning difficulties have been obviously improved, the learning efficiency of 50% students with learning difficulties has been improved, and the math scores have also been improved from the previous 60? The score of 70 has been increased to over 90 by stages, which shows that the improvement of learning efficiency is very important.
3. From the parents' point of view, because senior high school students are at a sensitive and rebellious age, parents should pay more attention to students, not only their academic achievements, but also help them create a good learning environment and develop good study habits, so as to improve their learning efficiency.
Learning efficiency is an important factor affecting students' mathematics learning effect. At present, most senior high school students with math learning difficulties have poor math scores because of their low learning efficiency. By understanding the basic characteristics of high school students with learning difficulties in mathematics, this paper analyzes the reasons for the low learning efficiency of students with learning difficulties in mathematics, and puts forward some improvement measures, hoping to help them.
As a basic course, summary mathematics is very important at any stage. High school mathematics curriculum is not only rich in content, but also difficult to understand, which is a subject that easily causes polarization among students. Students, parents and teachers attach great importance to mathematics curriculum. In senior high school, many students spend a lot of time on math learning, but some students' math scores are not optimistic. The appearance of these students with learning difficulties in mathematics has a great relationship with their learning efficiency.