The Reason Analyze And Teaching Counterplots Of Study Mathematic Difficult In Xin Jiang Hami Normal School

The main methods that this text adopted in the research process have the cultural heritage data, investigation includes the questionnaire, inquisition the interview, case study and teaching experiment etc. The article researched the present condition of difficult student in mathematical in Xinjiang Hami normal school on the foundation of questionnaire and interview analyzed these student's characters and bad reason, then further brought up concerning teaching counterplots and gained certain acquisition result. This text completely expounded the characters of the student's and brought up comparative science reasonable counterplots. The author wants to provide some material to transform the difficult students and normal school mathematical teaching reform.The contents of the text can be deviled into three parts as follows: The first part: The background of the article and research purpose, The background is that the hope of people's development is education, the hope of education is teacher, how to train an excellent team of primary mathematical teachers to fit the social development in 21st century, and complete quality education.The second part: present condition-researching and reason analyze of Xinjiang Hami Normal school difficult student in mathematical based on the questionnaire and interview, the author analyzed the student's characters include understanding, mental and psychological condition and causes of formation which had subjective, social and school reasons. The third part :Teaching counterplots and experimental study of mathematical difficult student's transformation in Hami Normal school.This part concluded 4 points of these student's transformation. All of these based on analyzing the cause of formation in former part. One is to develop and improve their intelligence. According to the cases to analyze and conclude how to train their attention, memory and thinking. The second point is to regulate the non-intelligence system, sum up the methods of training difficult student's self-confidence, motive, interests, emotional education and will. The third point is in order to improve mathematical standard of difficult students in Hami Normal school. It brings up the concrete methods to link the junior and normal school mathematical teaching work. The last point is doing teaching experiment and "rank-goal teaching" to promote the teaching quality.