A Case Study On The Transformation Of Elementary School Students With Learning Difficulties Based On Descriptive Evaluation

Learning difficulties are common in education.The author has been working in elementary education and serving as a class teacher for 8 years,discovered that within teaching practice,the contradiction between students with learning difficulties and teachers has become increasingly fierce,and it has become a big problem for front-line teachers.The author realized the practical significance and importance of the work to transform students with learning difficulties.Based on such research background and problems,this study will focus on several issues regarding how to transform disadvantaged students: what are the behaviors of the learning difficulties;how to observe and understand the phenomenon of the learning difficulties;how to effectively promote the transformation of students with learning difficulties.With the guidance of the descriptive evaluation theory,this study seeks to demonstrate how to effectively promote the transformation of students with learning difficulties in a feasible way through case studies.Grounded upon the existing studies,the author started by constructing an effective descriptive evaluation implementation plan,forming a team of cooperative teachers,and according to the operating procedures of the application framework,following five aspects of physical movement and expression,temperament,social interaction,hobbies,and thinking characteristics are applied to describe students with learning difficulties.Then,by observing the academic situation of the students in this class,it is finally determined to take the student S as an example to start the study.After a month-long cooperative observation of student S,the cooperative teachers have repeatedly commented on the plan and finalized the descriptive evaluation content of the student S.Based on the descriptive evaluation,we found that the main causes of student S academic difficulties are: first,inability to concentrate and self-regulate in learning behavior and learning will;second,low learning interest and lack of intrinsic learning motivation.In response to the above conclusions,this study proposes several strategies for converting students with learning difficulties: first,from the perspective of class culture,creates an educational class environment,creates a learning atmosphere in class,and actively takes advantage of peer study,promote joint management of teachers and students;second,from the perspective of teaching management,teachers should guide students to make preparations before class,establish an intervention mechanism in class,and clarify the requirements for homework after class;third,from the perspective of teaching methods,teachers should pay more attention to the academic mood of students with learning difficulties and increase successful experience,learn to use the mind map to guide students to learn,and feedback the learning of students with learning difficulties in time,strengthen learning motivation.