An Analysis Of The Types Of Learning Disability Students In High School Geography And Transformation Strategies

With the constantly deepened reform of the high school new geographycurriculum, and also because of its special nature and current subject status, geographyhas become a difficult subject for some high school students who are called “studentswith learning difficulties”. Students with learning difficulties comprise a special crowdin high school. With the guidance of the core concept of new curriculum,“All for thedevelopment of every student”, it needs to transform those students with learningdifficulties in order to meet the requirement of new curriculum concept. This articlemainly analyzes high school learning difficulties from non-intelligence level. Based onthe relevance of high school students with difficulties in learning geography, it dividesthem into several types and proposes corresponding strategies to promote the overalldevelopment of every student. This article consists of5parts: Part1: It mainly raisesthe question, points out those students’ impact on our education and presents thenecessity of choosing this topic. Further more, it analyzes the research status bothhome and abroad and also points out the significance of research methods of thisarticle. Part2: The concept of high school students with learning difficulties ingeography is defined and the theoretical basis of this study is pointed out. Part3: Theresearch object, purpose, process and result analysis are put forward and analyzed fromlearning interests, learning motivation, learning methods, teacher-student relationship,physiological factors, attention degree of geography, and external environment factor,etc. Finally, based on the research results, Students with learning difficulties could bedivided into three types from the non-intelligence level. Part4: It puts forwardcorresponding strategies to help the three types of students with geography learningdifficulties in high school to achieve transformation. This article builds up itstheoretical foundation through researching relevant information and makes aquestionnaire of high school geography learning situation. Through the study andresearch of the sample object and combining with interview method, it finds out thenon-intelligence factors affecting the high school geography learning difficulties. Thefactors are divided into following3types: motivation insufficiency, improper studyingstrategy, and prone to environment influence. Finally, it proposes a series oftransformation strategies based on the three types.