Analysis And Research On Mathematics Learning Problems Of Left-behind Children In Junior Middle School

The mathematics teaching of left-behind children is a very important problem for teachers in rural areas.The lack of family education and the lack of paternal love affect the physical and mental health of left-behind children,and then affect the life and study of left-behind children.Although there are a lot of researches on the mental health of left-behind children in the academic circle,there are very few researches on mathematical learning of left-behind children in detail.There are even fewer methods and strategies to improve mathematical learning of left-behind children by influencing their ideological and physical education.Based on this,the author selected the students and teachers of ten rural middle schools in Mulan County as the research objects to explore the current situation of left-behind children’s mathematics learning,find out the problems affecting left-behind children’s mathematics learning,put forward suggestions for improvement,and in-depth study on the necessity,feasibility and operability of strategies to improve left-behind children’s mathematics learning,to provide practical cases for reference.This paper adopts literature method,questionnaire investigation,data analysis method and so on,mainly consists of four chapters.The first chapter introduces the research background,purpose,significance,ideas and methods.The second chapter summarizes the research status of left-behind children and their mathematics learning,determines the theoretical basis for the research,and defines the two core concepts of left-behind children and mathematics curriculum ideology and politics.The third chapter is the survey design and implementation of mathematics learning for left-behind children.It first explains the design of the questionnaire,reliability and validity test,and then makes an in-depth analysis of the data obtained from the questionnaire.Finally,combined with the results of teacher interviews,the problems and suggestions for improvement of mathematics learning for left-behind children are obtained.The fourth chapter elaborates the methods and strategies to improve left-behind children’s mathematics learning,including psychological counseling,the organic combination of mathematics teaching and ideological and political education,and hierarchical teaching of left-behind children.The three strategies are studied in detail from the theoretical and practical effects,and the operability of these strategies is explored.Finally,it is suggested that educators can pay more attention to the special group of left-behind children,mathematics teachers can participate in the psychological counseling of left-behind children,often talk with them,really into the heart of left-behind children,help them solve psychological problems,and then guide left-behind children like math teachers,so as to like math.In addition,various teaching methods are adopted to enrich the activities of students in the math class,which subtly infiltrates the ideological and political education into the math class,quietly affecting the inner world of left-behind children and making them feel the love and respect of the society and teachers.Pay attention to enhancing the interest of mathematics class,encourage the progress of left-behind children,strengthen the willpower of left-behind children in math learning and improving self-restraint,so as to truly improve the math learning of left-behind children.