Strategy Research On The Matter Of Rural Students With Learning Difficulties In The Middle School

With the rapid development of the national economy and the continuous advancement of urbanization,the original traditional countryside has been demolished.There are many junior middle school students with learning difficulties in the demolished rural junior middle schools.The main feature of these students is the gap of knowledge,which is caused by the superposition of social,family,students and other factors.In boarding public schools,students are at school five days a week.Apart from the necessary time for classes,meals and sleep,the rest of the day is at the disposal of students.Due to the limited energy of teachers,the basic links of students’ preparation,review,homework,practice and other learning are basically completed within the free time of students.Therefore,Students’ learning self-management is very important,especially for students with learning difficulties in junior middle school.Good learning self-management ability is the key to transform junior middle school students with learning difficulties.In order to improve the quality of compulsory education and the all-round development of students with learning difficulties in junior middle school,this study distributed questionnaires to 190 students with learning difficulties in junior middle school,aiming to learn about roundly phenomenon of learning self-management of these students,which combined with the interview to find out the deep-seated reasons behind the phenomenon of learning self-management of these students,and find out the "symptoms" and "drugs" for the symptoms,and provide specific,operable and feasible strategies from the perspective of front-line teachers,so as to cultivate the awareness and ability of learning self-management of students with learning difficulties in junior middle school.First of all,on the basis of studying the relevant literature,this study used others’ ready-made learning self-management questionnaire to distribute the first questionnaire survey to 190 junior middle school students with learning difficulties in zzsy middle school in Z City,and conducted a data-based analysis on the phenomenon of learning self-management of junior middle school students with learning difficulties in the questionnaire.Then through in-depth interviews and exchanges with students,combined with the two,it is analyzed and summarized that the learning self-management ability of these junior middle school students with learning difficulties is extremely weak.In addition,during the interview,we learned that some students with learning difficulties in junior middle school do not learn in primary school.Then,due to the connection between knowledge,the knowledge from primary school to junior middle school is from easy to difficult,and the mastery of junior middle school knowledge is based on the mastery of primary school knowledge.The gap of knowledge will lead junior middle school students with learning difficulties to fall into a vicious cycle of not understanding junior middle school knowledge,not completing homework,not understanding,and not completing the basic links of learning.It is easy to "abandon themselves" to learn.Knowledge gap is the root cause of the extremely weak self-management ability of junior middle school students with learning difficulties.This study combined the interview with years of understanding learning difficulties in primary schools in order to confirm the deep-seated reasons behind the phenomenon of students’ learning self-management.Secondly,combining theory with practice,the strategy of this study is based on the study of the extremely weak self-management of rural junior middle school students with learning difficulties,based on the characteristics of the knowledge gap of junior middle school students with learning difficulties,in the face of the trend of social development and the cognitive limitations and personality of their parents,starting from the existing knowledge base of students and from the perspective of front-line teachers,to solve the knowledge gap of junior middle school students with learning difficulties,only in this way can we promote the learning virtuous circle of junior middle school students with learning difficulties,and then continuously cultivate the learning self-management ability of junior middle school students with learning difficulties.The strategy of this study focuses on "cultivating" the learning self-management ability of junior middle school students with learning difficulties,which is almost a process from scratch.