The Research On Characteristic Analysis And Transformation Strategies Of Students In Grade 3 Who Have Learning Difficulties On Math In Hainan Province Township Middle School

Hainan province is a region where the mathematics elementary education is relatively weak. Especially the rural middle school, the student with mathematical learning difficulties is at large. However, according to the mathematics new curriculum principle of junior high school, all the students should have opportunities to participate in the mathematics activity.The students’ personality development should be adapt, Then we can make sure each student enjoy the good mathematics education. Therefore, the research on characteristic analysis and transformation strategies of students with difficulties on math to promote underachievers’ education was much meaningful.There are literature research, questionnaire survey method, interview and statistical analysis in this paper. On the basis of previous research, we conducted a sample survey of Cheng Mai County Fu Shan Zhen two junior high school of grade 3. Then, we analyzed and summarized the mathematical learning difficulties characteristic of rural junior middle school students. Finally the transformation strategy was draw up through combining the relevant theories with and the actual situations. The specific contents as follows:The first and second chapters, the author outlining the necessity and the practical significance of this research,at the same time enumerated and analyzed the theory of this subject research.The third chapter, we carried out a questionnaire survey of two middle school of grade 3in Fushan town. The survey includes emotional characteristics, psychological characteristics,learning behavior, learning capacity, the level of existing knowledge and objective conditions.We compared the results about the survey from the learning difficulty and the survey from the learning gifted. In the same way, we compared the boys and girls with learning difficulties. At the same time, some of teachers and students were conducted a detailed interview.The fourth chapter, on the basis of the third chapter, we state the student who had learning difficulties on mathematics about characteristics in all aspects. ⒈ The emotional characteristics, the student with mathematics learning difficulties lacks the correct values guide of mathematical and learning motivation, strong willpower, correct results attribution and learning interest. ⒉The psychological feature, the student who learns mathematics feelsfear and difficulty. They are inferiority and lack self-confidence, avoid learning mathematics. ⒊ The behavior characteristics, they don’t have passion to learn, can’t learn independently, don’t want to participate in the class, are poor autonomy, are not active and lazy. ⒋ The learning ability, reading ability, abstract ability, reasoning ability and basic computing skills are very poor. ⒌The existing level of knowledge, the basic concepts, the basic computing formula and the principle, the basic properties and theorems are not familiar with. The students’ ability to comprehend is poor, and they are not able to skillfully and accurately use conception. ⒍ The objective condition, the teacher’s teaching methods couldn’t inspire students’ the interest of learning mathematics and pay enough attention to the student who had difficulties on learning mathematics. Upon the whole class, the atmosphere of learning mathematics is not strong. Meanwhile, parents whose cultural were generally low don’t pay enough attention to and can’t give a right guidance to their children.The fifth chapter, combining with the results from the two chapter of above and using the theory of knowledge as the basis, the conversion strategy were developed. There are 4 main aspects to expound. Firstly, we should strengthen the students’ value of learning mathematics,clear the significance of learning mathematics. Optimization of teachers’ teaching view and change students’ Learning View is first step. Secondly, we should rich the form of teaching activities, teaching activity situation, classroom questioning forms and classroom practice form. We should improve the students’ learning engagement. Thirdly, the appropriate teaching mode should be selected. According to the mathematical poor students’ characteristics and the actual situation, we should choose the successful education mode for the student who from rural junior middle school. Finally, the teacher and parents should pay more attention to the student with learning difficulties on mathematics.Through this article, we hope it can provide some help to improve the student who is struggle with learning difficulties in the rural middle school of Cheng Mai and even the whole Hainan province.