摘    要数学是理科的基础学科，它的逻辑性非常强，除了是学习其他理性学科的基础，也是我们的生活常识。从幼儿园到大学甚至是到研究生博士生。数学是除了应试教育的必考学科，也是我们学习如何理性处理问题的学科。数学培养和锻炼的是我们的理性思维、逻辑思维,数学作为其他理科的基础，数学的学习方法也物理和化学是相通的。数学学习困难生大部分情况下都会有其他理科学习方面的问题。从这些方面可以得出低数学学习困难的成因及对策的研究是非常必要的，学困生并不意味着没有解决的办法，大部分学困生是可以通过一定的方法改正并取得良好成绩的。主要从学校、家庭、社会及学生个人原因等方面进行改正。我们要考虑到各个方面的因数，分析他们的成因并找出解决对策，首先要找出他们之间内在的联系，更关键是如何改善这些因数，从而解决学生数学学习困难的现状。88397

    Mathematics is the foundation of science discipline, its logic is very strong, is in addition to learning the basis of rationality of other subjects, also is our life common sense。 Even to the graduate students from kindergarten to university。 Mathematics is in addition to the exam-oriented education study discipline, we also learn how to rational discipline to deal with problems。 Mathematics training and exercise is our rational thinking, logical thinking。 Mathematics as the basis of other science, mathematics learning methods and the physical and chemical are interlinked。 Math problem students in most cases there will be other science learning problems。 From these aspects can be concluded that the cause of the low mathematics learning difficulties and countermeasures research is very necessary。 Poor student does not mean that no solution, most of the poor student can be through a certain method is correct and achieved good results。 Mainly from the school, family, social and personal reasons for correction。 We should consider all aspects of factor, analyze their causes and find out the solution, the first to find out the internal relations between them, more the key is how to improve these factors, so as to solve the present situation of the students mathematics learning difficulties。

毕业论文关键词：数学； 数学学困生； 成因； 对策

  Keyword:  mathematics; students learning difficulties in mathematics; causes; countermeasures

目录

数学学习困难生的成因及对策 1

摘    要 2

正文 3

引言 3

一、数学学困生概念的界定 3

二、数学学困生的类型 4

三、数学学习困难生形成的过程 4

四、调查研究的方法 4

五、数学学习困难生的特征表现 5

（二）、学习的习惯源Y于Y优E尔Y论L文W网wwW.yOueRw.com 原文+QQ752018.766 品质不好。 5

（三）、学习方法不恰当，学习效率低。 5

 （四）、基础知识差、自卑感强、自信心差。 5

 （五）、对数学存在逆反心理。 6

六、数学学困生的成因 6

 （一）、学生个体 6

（二）、家庭环境 6

（四）社会环境