| With the continuous strengthening of the national reform of basic education,there will be various obstacles in the process of educational practice,and the education of students with learning difficulties is one of them.In the face of this small group of students with learning difficulties,society,schools and families have made various attempts,spending a lot of time and energy.Sometimes the results are not ideal,and even fall into a more rigid situation.Therefore,this study attempts to examine the current situation of students with learning difficulties and seek support strategies from the perspective of education management.The purpose of this study is to put forward the supporting theoretical concept of home and school education for junior high school students with learning difficulties.After summarizing and sorting out the research results of junior high school students with learning difficulties,the research is carried out with the self-made questionnaire and interview outline for junior high school students with learning difficulties,and the survey data are summarized and sorted out.Through the research method of combining quantification and quality,the study status of junior high school students with learning difficulties is understood,and the influencing factors of junior high school students with learning difficulties are analyzed,and the scientific and effective home and school education support strategies for junior high school students with learning difficulties are explored.The main conclusions are as follows:First,junior high school students’ learning difficulties are affected by three dimensions: personal cognition and psychology,school moral education management and teaching management,and family educational environment and educational concepts.Second,the questionnaire and interview outline on the current situation of the students with learning difficulties prepared in this study are based on these three dimensions.Among them,the questionnaire has good reliability and validity.The observation and interview can reflect the different typical problems of the students with learning difficulties in the junior high school stage and the senior high school stage.Thirdly,through the questionnaire research,it is found that there are significant differences in learning ability,learning strategies,learning psychology,school and family environment,school and family education methods between students with learning difficulties and the ones without learning difficulties.The influencing factors not only have a significant correlation with the students with learning difficulties,but also have a significant correlation between the factors.Fourth,through observation and interview research,it is found that the low-grade students are prone to problems such as learning attitude and habits,resulting in lowtime learning difficulties,while the high-grade students are prone to problems such as learning strategies and psychology,resulting in high-time learning difficulties.Most parents of students with learning difficulties lack of the learning consciousness of family education,the educational concept is relatively old,and the educational means are not rich enough.Some teachers’ educational methods are too rigid and they cannot form a good cooperative relationship with parents.The design of classroom and homework lacks of interest and pertinence.The school’s early warning mechanism for students with learning difficulties is not timely enough,and the school fails condense the strength of all parties,and the school’s evaluation mechanism is relatively simple,and the guidance for parents’ family education is not enough.Fifthly,based on the above investigation and analysis,the strategies for building a junior high school home and school education support system are as follows: We should strengthen the cooperative education mechanism,including enriching the school curriculum types and parents’ education methods,and giving full play to the school professional teachers and parents’ role models.We should improve the interactive management mechanism,including setting the same goals for school management system and family management model,and working together to manage school work and the family supervision.It is necessary to promote communication and exchange vies,including the mutual penetration of school psychological guidance and family harmony,and the empathy ability of school teachers’ moral quality and family parentchild communication.We should establish a synchronous improvement mechanism,including improving the quality of school teaching and the concept of family education,and creating the school education environment and family growth environment. |
