Research On The Forming Causes Of Senior 2 Students Of Learning Difficulties In Chemistry And Solutions

As a career of nurturing and building up qualitified talents needed by society, education must fully reflect the people-oriented concept. Therefore, modern education emphasizes people-orientation, attention, understanding, respect, love, and is more concerned about the all-round development of man. Full implementation of quality education, deep comprehensive reform of education, improvement of the quality of education, developemt of students’social responsibility, innovative spirit and practical ability, and constant promotion of people’s overall quality and skill, are prerequisites to promote the rapid development of society, as well as an important task the whole education circle is faced with currently. However, learning difficulties exsists as a common phenomenon in school education. According to domestic and international researches it is shown that the number of students with learning difficulties is increasing every year. Students with learning difficulties have become a commonly-focused issue of education in different countries, which hinders the healthy and all-round development of students. Therefore, to research and discuss the causes of students with learning difficulties and to find effective countermeasures of education are both realistic needs of education, as well as a critical task placed in face of educators, so the research oh this issue has important practical significance.This paper is based on the two genreal classes in Grade Senior II that the author teaches in his school. According to Weiner’s attribution theory of motivation, questionnaires, individual interviews, document retrieval and other methods are adopted to analyze the causes for the emergence of students’learning difficulties in chemistry. Furthermore, this paper also presents different types of attribution to academic success which affect students with learning difficulties. For different types of students with learning difficulties, corresponding conversion teaching strategies are implemented. Initial results have been achieved after the implementation that students with learning difficulties get their grades improved, as well as the expected goals to convert students with learning difficulties in chemistry.This paper consists of six parts:Part I:Introduction of the cause of raising the problem, and the purpose and significance of this researchPart II:Overview of the basic concepts and theories of researchPart III:Survey of Grade Senior II students’learning situation of chemistry in the author’s school, and analysis of the causes of students’learning difficulties in chemistryPart IV:Implemention of strategy conversion in teaching students with learning difficulties in chemistry, and statistical analysis of the experimental resultsPart V & VI:Conclusions and further discussion...