A Study On Transformation Strategies Of Rural Junior Middle School Mathematics Students With Learning Difficulties Based On Microcourse

In recent years,with the progress of urbanization,rural junior high school quality students seriously lost.Most of the students in rural junior high schools are left-behind children,usually lack of parental discipline and supervision,long-term laissez-faire,formed a bad study habits.In addition,junior high school mathematics is more abstract than primary school mathematics,geometric reasoning is complex,algebraic calculation is cumbersome,many students often encounter resistance in the process of learning because of lack of foundation,this frustration makes them experience the joy of learning and then appear learning burnout.According to the statistics of mathematics achievement in my school,there are more than half of the students with mathematics difficulties in a class,which seriously affects the quality of education and teaching in rural junior high schools.It has become an urgent problem to formulate and implement effective teaching strategies to transform students with mathematics learning difficulties in order to reduce or even eliminate students with mathematics learning difficulties and improve the teaching quality of mathematics education in junior high school.At present,micro-class has become a new learning way to support online and offline tutoring.It can let students determine their learning progress independently according to the actual situation,carry out stratified teaching and improve students’ confidence in mathematics learning.Students can be checked and filled to improve their mathematics learning ability.Based on the great advantages of micro-lesson supporting teaching and learning,we can apply micro-lesson to the transformation of students with mathematical difficulties in order to better realize teaching according to their aptitude.Therefore,this study is based on how to effectively use micro-lessons to transform mathematics students with learning difficulties,starting with the analysis of the actual situation of rural junior high school mathematics students with learning difficulties,and carrying out literature research on the transformation strategies of mathematics students with learning difficulties and the application of micro-lessons teaching.Under the guidance of relevant theories,the micro-lesson transformation strategy suitable for rural junior high school mathematics students with learning difficulties is constructed through three rounds of action research.First,investigate the basic situation of students with learning difficulties in mathematics in Neiguan Middle School,understand the learning habits and learning direction of students with learning difficulties,clarify the causes of learning difficulties of students with learning difficulties and the problems existing in the learning process;secondly,on the basis of relevant theoretical guidance and literature research,construct the strategy of transforming micro-lessons into students with learning difficulties.Thirdly,build a practical set of micro-lessons resources for students with learning difficulties by optimizing the micro-lessons resources on the net twice or recording independently(completed by teachers or teachers and students);Finally,with onion mathematics and micro-class resource set as the support,34 students with mathematical difficulties in the eighth grade of Neiguan Middle School were studied in action,the transformation strategy was perfected,and the effectiveness of the strategy was verified in practice.After three rounds of action research,the author puts forward more perfect transformation strategies from three aspects:Microcourse Design and Production Strategy,teacher guidance strategy and student use strategy,and carries on the statistical analysis to the online micro-class learning situation,the mathematics study achievement,the mathematics study attitude scale and so on.Based on this,the effectiveness of the transformation strategy of rural junior high school mathematics students with learning difficulties based on micro-class is verified,which provides a useful reference for the transformation of mathematics students with learning difficulties,and also enriches the teaching application practice of micro-class.