Research On The Reasons And Countermeasures Of Mathematics Learning Difficulties Of Senior One Students With Number Difficulties Under The Background Of New Curriculum

Compared with the mathematics curriculum standards in junior high school,the Mathematics Curriculum Standards for Senior High School(2017 edition,2020 revision)(hereinafter referred to as the new curriculum standards)puts forward higher requirements for the mathematics learning of senior high school students.But in reality,high school students are in the transition period from middle school to high school,difficult to adapt to the high school mathematics learning difficulty,the change of teaching methods,there are many high school students with math learning difficulties.But the high school mathematics study to the whole high school mathematics study is of great significance.Therefore,it is very important to help high school students with math difficulties.In this thesis,through literature research,test method,questionnaire survey method and interview method to study the high number of trap mathematics learning difficulties,and connecting with the concrete examples,from the high number of trapped and higher mathematics teacher born two Angle put forward corresponding countermeasures,in order to in practice in order to solve the high number of trapped student’s mathematics learning difficulties to provide some help.First,comb through relevant literature,this study found that China’s education scholars generally according to the definition for trapped in math,combined with the related definitions,the higher number of trapped is defined as the core concepts: the high number of trapped is born in the ordinary high school senior stage,standard mathematics achievement test scores in 25%,after cannot meet the requirements of mathematics curriculum in higher mathematics learning of the students.Based on Babansky’s theory of concentric circles,Suhomlinsky’s view of students’ learning difficulties and related content in the new curriculum standard,the research tools are designed,the reasons are analyzed and the corresponding solutions are put forward.Secondly,in order to find out the causes of math learning difficulties of senior high school math students,this study conducted the following investigation and analysis: selected senior high school math students through the test questions,and tested the reliability and validity of the test questions,indicating that the screening of senior high school math students is reliable and effective;Through the questionnaire analysis of high school mathematics students and non-mathematics students in the non-intelligence factors and learning skills of the differences,combined with the specific questions to explore the reasons for math learning difficulties of high school mathematics students;Through semi-structured interviews with math teachers and math students with math difficulties in senior high school,we can supplement and deeply understand the causes of math learning difficulties of math students with math difficulties in senior high school.According to the above investigation and analysis process,this thesis summarizes the reasons for the math learning difficulties of students with number difficulties in senior one from the internal and external factors.The internal factors include the motivation,emotion and character of non-intelligence factors,the way of listening to lectures and learning methods of learning skills,and the external factors include knowledge,teaching,family and other aspects.Finally,this study aims at the causes of math learning difficulties of senior math students,combined with the teaching suggestions in the new curriculum standard,and puts forward corresponding solutions from the perspectives of senior math students and senior math teachers.On the one hand,the guidance of mathematics study method for students with number difficulties in senior high school starts from two aspects of non-intelligence factors and learning skills,and helps them solve the problems existing in their own factors through specific suggestions,so as to actively adapt to high school mathematics learning.On the other hand,it provides some teaching suggestions for senior high school mathematics teachers,and helps senior high school mathematics students with difficulties in learning mathematics in the aspects of non-intellectual factors,learning skills and knowledge through mathematics education and teaching,and gives specific teaching case analysis to provide practical reference for senior high school mathematics teachers.