Research On The Learning Assistance Of Junior Middle School Students With Chinese Learning Difficulties Under The Background Of "Double Reduction"

Basic education is an education for all students and an education to promote students’ all-round development and individualized development.The new curriculum reform also advocates “pay attention to every student,everything for the development of students”.Therefore,in the process of education implementation,we should face up to the group of students with learning difficulties,do not discriminate and do not abandon the pot,analyze the causes of their learning difficulties,study the strategies of solving difficulties,and give them appropriate and timely help.It is not only related to education equity,but also related to social harmony.It is an important research topic of basic education.With the continuous reform and development of education,the Ministry of Education vigorously advocates reducing burdens and increasing efficiency.In order to achieve this goal,the “double reduction” policy surfaced.In order to implement the “double reduction”policy,various regions have successively implemented the “5 + 2” model of after-school services.Chinese education in junior high school is a key stage to help students lay a good foundation in Chinese.At this stage,the learning anxiety of students with Chinese learning difficulties or their parents is particularly prominent.After the implementation of the “5 + 2” mode of after-school service,the group of students with learning difficulties in junior middle school lacks support channels such as off-campus counseling,which brings great challenges to the support work of Chinese teachers.In this context,how should junior middle school students with Chinese learning difficulties behave themselves,and how can teachers use the Chinese lesson and after-class delay services to help students with Chinese learning difficulties has become an urgent problem to be solved.This paper uses literature analysis method,questionnaire survey method,interview method and other research methods to investigate and study the Chinese learning situation of junior high school students under the background of “double reduction”,and selects the questionnaire of Chinese students with learning difficulties to analyze the results.Combined with the interview results of junior high school Chinese teachers,parents of students with learning difficulties and off-campus counseling institutions,this paper makes a comprehensive analysis of the performance and causes of Chinese learning difficulties of students with learning difficulties,and puts forward the learning assistance measures of junior high school students with Chinese learning difficulties under the background of “double reduction”.The research can not only enrich and improve the theory of learning assistance for junior middle school students with Chinese learning difficulties,but also improve the quality of Chinese teaching.It can also help junior middle school students with Chinese learning difficulties to adapt to the educational background of “double reduction” as soon as possible,so as not to be helpless in the new educational background.The paper mainly includes six parts: the introduction part introduces the research origin,research status,research methods and ideas and research significance;the first chapter defines the concepts of “double reduction” “students with Chinese learning difficulties” and “learning assistance”,and divides the students with Chinese learning difficulties in junior middle school into four types: memory deficiency type,lack of interest type,dyslexia type and lack of expression type.The second chapter investigates the learning status of junior middle school students with Chinese learning difficulties under the background of “double reduction”.By issuing questionnaires to junior middle school students,interviewing Chinese teachers,parents of students with learning difficulties and off-campus counseling institutions,the learning status of junior middle school students with Chinese learning difficulties under the background of “double reduction” is obtained,and the results of the survey are analyzed.On the basis of investigation and research,the third chapter summarizes the specific manifestations of Chinese learning difficulties of junior middle school students with learning difficulties in four aspects: literacy and writing,reading and appreciation,expression and communication,combing and exploration,analyzes the causes of learning difficulties from the aspects of individual,family,school and society,and further summarizes the teaching difficulties of junior middle school students with learning difficulties in the context of “double reduction”;the fourth chapter,based on the realistic conditions under the background of “double reduction” education,analyzes the specific difficulties of different types of students with learning difficulties,and puts forward targeted Chinese learning support measures from the aspects of guiding Chinese autonomous learning methods,grasping Chinese after-class delay service,and optimizing Chinese homework design.The fifth chapter presents typical cases of independent reading and homework assistance for junior middle school students with learning difficulties,and further considers the effectiveness of the proposed Chinese learning assistance measures through the presentation of the cases.