An Analysis Of Students' Obstacles To The Study Of Senior Mathemetics And Probe Into Its Counter Measures

As time goes on, everybody get the right to receive education and everybody needs education. Education equality has become people's common understanding day by day. However, it is an objective reality that there are some differences among the students in intelligence, non-intelligence and environments, So is the weak students who have much difficulty in learning .As a result, the research in to these students with learning, difficulty gas aroused general concerns in the circles of education and psychology.The reasons for this matter are complicated, hut the major reasons are various learning obstacles that the students meet with when learning. Therefore, the study of learning obstacles will be an important part in resolving the problem with these weak students. Researchers from western countries have engaged in this field for more than 100 years since an American special educationist, Ke Nan put forward the concept of learning obstacles in 1896. Instead, Chinese scholars began their study in the late eighties of twentieth century (in the late 1980's ),and moreover, the objects which they studied are mostly the students in the nine-year compulsory educational stage and no more work has been done about the senior middle school students. Therefore, my paper will take up the problem of senior students, who usually have trouble in learning mathematics, and also look into the problem regarding its characteristics, manifestation and contributing factors from the angle of pedagogy. Besides, 2'11 size up the learning obstacles according to their Classifications, and find some effective ways to rectify then so that a large number of the students can be transformed and their learning efficiency can be improved.It is investigated that among the students of senior grades two kinds of learning obstacles exist. The obstacle in cognition, emotion and will-power are subjective factors, while the failure factors. On one hand, both of them are always compatible with each student; on the other (hand), they are different in each individual person, Theresa's for learning obstacles, though many, can be summarized in three ways,students themselves, teachers, and lack of under standing between them. In a word, it is the faults in the course of mathematics teaching that chiefly lead to learning obstacles of math's (short for mathematics). This is the basic viewpoint 2 intend to expound in my paper, So the work of rectification should be based on every links of teaching process, and everything should be taken into consideration, Only in this way can we manage to settle this problem.In order to diagnose and rectify easily, I classify the learning obstacles of math's into two types, "predominant internal causes and secondary external causes". On the basis of this, the paper discusses the characteristics and manifestation of all Learning obstacles.In the third part of my paper, a series of specific measures against the learning obstacles are supplied for readers, such as, reform teaching method, cultivate the students' ability of self-control, make them more self-confident of learning math's well, optimize outside environment and so on.Another result of the investigation shows that the transition stage from junior grades to senior ones is one of the critical periods when learning obstacles easily occur. To this end, four pieces of advice on rectification are given, l).a better linking job in dealing with the textbooks, 2). Adopt new teaching methods . 3). Do a good job in study methods, For example, more lectures should be given to exchange study methods and experiences. 4). Do a better linking job in psychology, This is more important than the other linking work and has a far-reaching significance.In the last part, two living examples are enumerated in illustration of my viewpoint and three practical experiences of correcting learning obstacles are suggested. Firstly, implement a system of feed-back, enhance students' participation awareness and promote mutual understanding between teachers and students. Secondly, Carry...