Under The Background Of New Curriculum High School History Poor Student Causes And Countermeasures

Since the American scholar S.kirk proposed the concept of learning difficulties in the1960s, both at home and abroad,students with learning difficulties has been the hot topic of concern for experts, scholars and teachers of the first line of education and teaching. In the late1980s, with the development of China’s special education, the studies of problems for students with learning difficulties began. Especially since the new curriculum reform, it has been a focus that teachers should be concerned about the development of each student, in particular, the development of students with learning difficulties, based on the concept "everything is for each student’s development". Combined with the actual teaching of high school history on the basis of domestic and foreign scholars, the paper mainly analyzes the following aspects:the causes of the high school history students with learning difficulties and transformation strategies in the new curriculum background.This article is composed of four chapters. The first chapter explains the significance of studying students with learning difficulties, status of domestic and international research and theoretical basis, the definition of the concept of students with history learning difficulties. The second chapter gives an overview between the students with learning difficulty and students poor in history. The general characteristics of students with learning difficulties were illustrated from the psychological characteristics and thinking characteristics. For history students with learning difficulties, it is explained by combining the characteristics of the discipline of history. In the third chapter, I discusses the causes of high school history students with learning difficulties from a different aspect combining with my actual teaching. It covers non-intellectual factors and cognitive structural factors. The former factor mainly analyzes the causes of students with learning difficulties, combining with many factors, such as the motivation, interest, emotion and so on. In cognitive structure factors, it mainly analyses the cause of students with learning difficulties because of the lack of declarative knowledge and procedural knowledge. Based on the analysis of the characteristics and causes of these students, the fourth chapter discusses practising strategy of the transformation of high school students with learning difficulties. It mainly involves the strategies of participating and motivation in the practice of high school history teaching. For these two strategies, I combine them with a lot of experience in teaching practice.