A Study On English Learning Difficulies Of Rural Middle Schools Students Based On Constructivism Theory

Learning difficulties refer to learning disability in the learning process due to different causes, and this has been one of the topics of medicine, psychology and education research fields. Western researchers began to study learning difficulties100years ago, and the research in China began in the late1980s. With the improvement of education reform and scientific awareness, the research of learning difficulties attracts the attention of the community. More and more scholars join in this research, and have made fruitful achievements. Most studies, however, tend to study students’ cognitive and emotional internal research, and few of them study learning difficulties through constructivism theory, and even rare of the English learning difficulties research for the special group of rural middle school. The focal point of this article is to study the causes of rural middle school students in English learning difficulties and find the appropriate countermeasures guided under constructivism theory.The rural area has a majority of the population in China, while its economy is relatively backward. Due to the limitations of subjective and objective conditions, the English teaching quality in rural middle schools is always poor and the students there have many difficulties in learning English. Although China has increased investment in rural education, the English teaching quality has not been significantly improved in rural areas. On the basis of previous studies, starting from the constructivism learning theory, this article uses a combination of quantitative and qualitative research methods. That is sending out questionnaires to the234students of Sihuang Middle School in Huangpi district, and selecting the87of the students with English learning difficulties to conduct research, and interviewing the English teachers of the school at the same time. Thus it is a systematic survey of learning habits, interests and methods of the students with learning difficulties at the school, and it also studies the factors emphasized by Constructivism theory like teachers, textbooks and families. Through the analysis of the survey results, the author describes the impact of these factors on English learning of rural middle schools, and on this basis putting forward some corresponding recommendations for improvement of teaching and learning for rural middle schools, with the hope to provide some references to the rural students with English learning difficulties and the English teachers in rural areas, and to help students improve their English learning situation.The study is divided into six parts. Chapter I is the introduction part, mainly describing the background, purpose, meaning, and structure of the article; Chapter II firstly explains what English learning difficulties are, and then summarizes the previous study of both domestic and foreign researchers; finally, it elaborates constructivism learning theory; Chapter III is the research design, including the research questions, objects, instruments, data collection and analysis; Chapter IV is on the in-depth analysis of the results of questionnaires to students and interviews to teachers, and to draw the conclusion of the causes of affecting rural middle school students learning English and classify these causes; Chapter V is on the proposals from the four major aspects of the students, teachers, textbooks and parents; The final chapter is the summary of this study, the inadequacies of the study and also provides some advice for the future research.