Cause Analysis And Transformation Case Study Of Poor Students In High School Mathematics

"Poor" problem has always been a major problem of high school education,but due to the influence of the current social environment,the school education focus still focus on cultivating top students and improve the graduation rate,this greatly hindered the new curriculum education concept in two "comprehensive" goal(that is,for all students,promote students’ all-round development),and for high school students learning and physical and mental development is also very bad.The paper starts from the mathematics discipline,in order to more effectively reduce the number of students majoring in high school mathematics,better implement the two "comprehensive" goals,and cultivate and transform the students majoring in high school mathematics.This paper is based on the theory of non-intellectual factors,metacognitive theory,attribution theory,recent development area theory and constructivism theory,Through the high school students’ math learning questionnaire,Investigate and analyze the causes of high school mathematics poor students and classify the causes,On this basis,we put forward a targeted transformation strategy for high school mathematics poor students,Finally,using the case-study method,For two representative high school mathematics learning difficulties students within a certain period of time,Analyzing the effectiveness of translational strategies,In order to provide some help for the study of high school mathematics poor students and the teaching work of mathematics teachers,It provides some research ideas and research methods for the subsequent research of high school mathematics poor students.By analyzing the causes of high school mathematics learning difficulties,it is found that for most high school mathematics learning difficulties are caused by the joint influence of many own factors and external factors.In the case transformation of high school mathematics students with learning difficulties,it is found that each student with mathematics difficulties has its own prominent main characteristics of learning difficulties.Therefore,in the transformation teaching of high school mathematics students with learning difficulties,we should not only fully understand the many causes of students’ learning difficulties,but also grasp the main causes of their learning difficulties,formulate targeted transformation strategies,and apply the right medicine.After a period of teaching and case transformation,the following conclusions are drawn:1.Mathematics teaching should take students as the main body and take the problem as the center.Teachers should guide students to explore mathematics learning by designing learning situations and adopting guiding teaching methods.At the same time,teachers should accept all the learning feedback of students.Even if the students ’answers are not consistent with the teacher’s expectations,teachers should give students enough time and space to continue to explore mathematics learning.2.In the acquisition stage of mathematical knowledge,teachers should give correct guidance,so that students can learn to take their own existing knowledge as the starting point,take the initiative to construct new knowledge,exercise their mathematical logical thinking and abstract generalization ability,and cultivate their confidence and ability to acquire knowledge independently.3.In the application stage of mathematical knowledge,teachers should guide students to understand the process of mathematical problem solving,actively reflect on the ideas of problem solving,and promote the self-construction of mathematical knowledge and the perfection of the connection of knowledge points before and after mathematics.In short,the transformation of students with high school mathematics difficulties should revolve around students,through correct guidance,stimulate students’ enthusiasm for mathematics learning,promote students to actively receive mathematics knowledge and inquiry mathematics learning,and teach them to reflect on themselves,so as to improve their ability to solve problems and get rid of the identity of students with mathematics difficulties.