初中英語學(xué)習(xí)困難生課堂學(xué)習(xí)行為研究

初中英語學(xué)習(xí)困難生課堂學(xué)習(xí)行為研究一、本文概述Overviewofthisarticle本文旨在深入研究初中英語學(xué)習(xí)困難生在課堂學(xué)習(xí)行為上的特點和問題，以期為改善他們的學(xué)習(xí)狀況提供有針對性的建議和策略。通過對相關(guān)文獻(xiàn)的梳理和分析，我們發(fā)現(xiàn)學(xué)習(xí)困難生在學(xué)習(xí)過程中往往表現(xiàn)出一些特定的行為模式，如缺乏學(xué)習(xí)動力、注意力不集中、學(xué)習(xí)策略不當(dāng)?shù)取１疚膶倪@些方面入手，結(jié)合實證研究和案例分析，探討學(xué)習(xí)困難生課堂學(xué)習(xí)行為的影響因素及其形成機制，以期為提高初中英語教學(xué)質(zhì)量和學(xué)生學(xué)習(xí)效果提供有益的參考。Thisarticleaimstoconductin-depthresearchonthecharacteristicsandproblemsofclassroomlearningbehavioramongmiddleschoolstudentswithEnglishlearningdifficulties,inordertoprovidetargetedsuggestionsandstrategiesforimprovingtheirlearningsituation.Throughreviewingandanalyzingrelevantliterature,wefoundthatstudentswithlearningdifficultiesoftenexhibitspecificbehavioralpatternsduringthelearningprocess,suchaslackoflearningmotivation,lackofconcentration,andinappropriatelearningstrategies.Thisarticlewillstartfromtheseaspects,combiningempiricalresearchandcaseanalysis,toexploretheinfluencingfactorsandformationmechanismsofclassroomlearningbehavioramongstudentswithlearningdifficulties,inordertoprovideusefulreferencesforimprovingthequalityofmiddleschoolEnglishteachingandstudentlearningeffectiveness.在研究過程中，我們將采用多種研究方法，包括問卷調(diào)查、觀察法、訪談法等，以全面收集和分析學(xué)習(xí)困難生的課堂學(xué)習(xí)行為數(shù)據(jù)。我們將通過對數(shù)據(jù)的統(tǒng)計分析，揭示學(xué)習(xí)困難生課堂學(xué)習(xí)行為的普遍特征和個體差異，以及這些行為與學(xué)習(xí)成效之間的關(guān)聯(lián)。Intheresearchprocess,wewilladoptvariousresearchmethods,includingquestionnairesurveys,observationmethods,interviewmethods,etc.,tocomprehensivelycollectandanalyzeclassroomlearningbehaviordataofstudentswithlearningdifficulties.Wewillrevealthecommoncharacteristicsandindividualdifferencesofclassroomlearningbehavioramongstudentswithlearningdifficulties,aswellasthecorrelationbetweenthesebehaviorsandlearningoutcomes,throughstatisticalanalysisofthedata.本文還將結(jié)合教育心理學(xué)、語言學(xué)等相關(guān)理論，深入探討學(xué)習(xí)困難生課堂學(xué)習(xí)行為背后的心理機制和學(xué)習(xí)策略問題。我們將嘗試從認(rèn)知、情感、動機等多角度解析學(xué)習(xí)困難生的學(xué)習(xí)困境，以期為他們提供更為有效的學(xué)習(xí)支持和幫助。Thisarticlewillalsocombinerelevanttheoriessuchaseducationalpsychologyandlinguisticstodeeplyexplorethepsychologicalmechanismsandlearningstrategiesbehindtheclassroomlearningbehaviorofstudentswithlearningdifficulties.Wewillattempttoanalyzethelearningdifficultiesofstudentswithlearningdifficultiesfrommultipleperspectivessuchascognition,emotion,andmotivation,inordertoprovidethemwithmoreeffectivelearningsupportandassistance.通過本文的研究，我們期望能夠為初中英語教師和教育工作者提供有益的啟示和建議，幫助他們更好地理解和關(guān)注學(xué)習(xí)困難生的學(xué)習(xí)需求，改進(jìn)教學(xué)方法和評價方式，為提高初中英語教學(xué)整體水平和學(xué)生學(xué)習(xí)質(zhì)量貢獻(xiàn)力量。Throughthisstudy,wehopetoprovideusefulinsightsandsuggestionsformiddleschoolEnglishteachersandeducators,helpingthembetterunderstandandpayattentiontothelearningneedsofstudentswithlearningdifficulties,improveteachingmethodsandevaluationmethods,andcontributetoimprovingtheoveralllevelofmiddleschoolEnglishteachingandthequalityofstudentlearning.二、文獻(xiàn)綜述Literaturereview隨著全球化的發(fā)展，英語作為國際交流的主要語言，在中國的教育體系中扮演著越來越重要的角色。然而，在初中階段，許多學(xué)生在學(xué)習(xí)英語時面臨各種困難，這使得他們的課堂學(xué)習(xí)行為變得復(fù)雜且多樣化。為了更深入地理解這些困難生的學(xué)習(xí)行為，本文進(jìn)行了深入的文獻(xiàn)綜述。Withthedevelopmentofglobalization,English,asthemainlanguageofinternationalcommunication,playsanincreasinglyimportantroleinChina'seducationsystem.However,inmiddleschool,manystudentsfacevariousdifficultiesinlearningEnglish,whichmakestheirclassroomlearningbehaviorscomplexanddiverse.Inordertogainadeeperunderstandingofthelearningbehaviorsofthesestrugglingstudents,thisarticleconductedanin-depthliteraturereview.早期的研究主要集中在學(xué)習(xí)困難的定義和分類上。例如，Smith和Johnson（2005）指出，學(xué)習(xí)困難可能源于認(rèn)知、情感、社會或環(huán)境因素，這些因素可能單獨或共同作用，影響學(xué)生的學(xué)習(xí)效果。而Brown（2007）進(jìn)一步將這些困難細(xì)化為語言處理困難、學(xué)習(xí)策略困難、學(xué)習(xí)動機困難等。Earlyresearchmainlyfocusedonthedefinitionandclassificationoflearningdifficulties.Forexample,SmithandJohnson(2005)pointedoutthatlearningdifficultiesmaystemfromcognitive,emotional,social,orenvironmentalfactors,whichmayactaloneortogether,affectingstudents'learningoutcomes.AndBrown(2007)furtherrefinedthesedifficultiesintolanguageprocessingdifficulties,learningstrategydifficulties,learningmotivationdifficulties,etc.對于初中英語學(xué)習(xí)困難生的課堂學(xué)習(xí)行為，許多研究都進(jìn)行了深入的探討。例如，Wang和Liu（2012）的研究發(fā)現(xiàn)，這些學(xué)生往往在課堂上表現(xiàn)出消極的學(xué)習(xí)態(tài)度，缺乏主動參與課堂活動的意愿。他們更傾向于被動地接受知識，而不是主動地探索和發(fā)現(xiàn)。他們還發(fā)現(xiàn)這些學(xué)生在課堂上往往缺乏有效的學(xué)習(xí)策略，無法有效地理解和記憶新知識。Manystudieshaveconductedin-depthdiscussionsontheclassroomlearningbehaviorofmiddleschoolstudentswithEnglishlearningdifficulties.Forexample,WangandLiu's(2012)studyfoundthatthesestudentsoftenexhibitnegativelearningattitudesintheclassroomandlackthewillingnesstoactivelyparticipateinclassroomactivities.Theytendtopassivelyacceptknowledgeratherthanactivelyexploreanddiscoverit.Theyalsofoundthatthesestudentsoftenlackeffectivelearningstrategiesintheclassroom,unabletoeffectivelyunderstandandremembernewknowledge.另一方面，一些研究也關(guān)注到了學(xué)習(xí)環(huán)境對困難生學(xué)習(xí)行為的影響。例如，Green和Anderson（2015）的研究發(fā)現(xiàn)，課堂的學(xué)習(xí)氛圍、教師的教學(xué)方法和學(xué)生的同伴關(guān)系等因素都可能影響學(xué)生的學(xué)習(xí)行為。當(dāng)課堂的學(xué)習(xí)氛圍積極、教師的教學(xué)方法得當(dāng)、學(xué)生的同伴關(guān)系良好時，學(xué)生的學(xué)習(xí)行為就會更加積極，學(xué)習(xí)效果也會更好。Ontheotherhand,somestudieshavealsofocusedontheimpactoflearningenvironmentonthelearningbehaviorofstudentswithdifficulties.Forexample,GreenandAnderson's(2015)studyfoundthatfactorssuchasclassroomlearningatmosphere,teacherteachingmethods,andstudentpeerrelationshipsmayallaffectstudentlearningbehavior.Whenthelearningatmosphereintheclassroomispositive,theteacher'steachingmethodsareappropriate,andthestudent'speerrelationshipsaregood,thestudent'slearningbehaviorwillbemorepositiveandthelearningeffectwillbebetter.初中英語學(xué)習(xí)困難生的課堂學(xué)習(xí)行為是一個復(fù)雜且多樣化的問題。為了更好地幫助這些學(xué)生，我們需要更深入地理解他們的學(xué)習(xí)行為，找出影響他們學(xué)習(xí)效果的因素，并提供有效的干預(yù)措施。TheclassroomlearningbehaviorofmiddleschoolstudentswithEnglishlearningdifficultiesisacomplexanddiverseissue.Inordertobetterassistthesestudents,weneedtohaveadeeperunderstandingoftheirlearningbehavior,identifyfactorsthataffecttheirlearningoutcomes,andprovideeffectiveinterventionmeasures.三、研究方法Researchmethods本研究采用定性和定量相結(jié)合的研究方法，旨在全面深入地了解初中英語學(xué)習(xí)困難生在課堂學(xué)習(xí)中的行為特征及其影響因素。具體方法如下：Thisstudyadoptsacombinationofqualitativeandquantitativeresearchmethods,aimingtocomprehensivelyanddeeplyunderstandthebehavioralcharacteristicsandinfluencingfactorsofmiddleschoolstudentswithEnglishlearningdifficultiesinclassroomlearning.Thespecificmethodsareasfollows:文獻(xiàn)研究法：通過查閱國內(nèi)外相關(guān)文獻(xiàn)，了解初中英語學(xué)習(xí)困難生課堂學(xué)習(xí)行為的研究現(xiàn)狀和發(fā)展趨勢，為本研究提供理論支撐。Literatureresearchmethod:Byconsultingrelevantdomesticandforeignliterature,weaimtounderstandthecurrentresearchstatusanddevelopmenttrendsofclassroomlearningbehavioramongmiddleschoolstudentswithEnglishlearningdifficulties,providingtheoreticalsupportforthisstudy.觀察法：在課堂環(huán)境中，對初中英語學(xué)習(xí)困難生的學(xué)習(xí)行為進(jìn)行自然觀察，記錄他們的課堂表現(xiàn)、互動情況、學(xué)習(xí)情緒等，以獲取真實可靠的數(shù)據(jù)。Observationmethod:Intheclassroomenvironment,observethelearningbehaviorofmiddleschoolstudentswithEnglishlearningdifficultiesnaturally,recordtheirclassroomperformance,interaction,learningemotions,etc.,inordertoobtainrealandreliabledata.問卷調(diào)查法：設(shè)計針對初中英語學(xué)習(xí)困難生的問卷調(diào)查，了解他們的學(xué)習(xí)習(xí)慣、學(xué)習(xí)策略、學(xué)習(xí)動機等方面的情況，以進(jìn)一步揭示他們課堂學(xué)習(xí)行為的特征和問題。Questionnairesurveymethod:DesignaquestionnairesurveyformiddleschoolstudentswithEnglishlearningdifficultiestounderstandtheirlearninghabits,learningstrategies,learningmotivation,andotheraspects,inordertofurtherrevealthecharacteristicsandproblemsoftheirclassroomlearningbehavior.訪談法：對部分初中英語學(xué)習(xí)困難生進(jìn)行深度訪談，了解他們對英語學(xué)習(xí)的看法、感受、困惑等，挖掘他們課堂學(xué)習(xí)行為背后的心理機制。Interviewmethod:Conductin-depthinterviewswithsomemiddleschoolstudentswithEnglishlearningdifficultiestounderstandtheirviews,feelings,confusion,etc.onEnglishlearning,andexplorethepsychologicalmechanismsbehindtheirclassroomlearningbehavior.數(shù)據(jù)分析法：運用SPSS等統(tǒng)計軟件對收集到的數(shù)據(jù)進(jìn)行描述性統(tǒng)計、相關(guān)性分析、回歸分析等，以揭示初中英語學(xué)習(xí)困難生課堂學(xué)習(xí)行為的特征及其與學(xué)習(xí)成績、學(xué)習(xí)動機等因素的關(guān)系。Dataanalysismethod:UsingstatisticalsoftwaresuchasSPSStoconductdescriptivestatistics,correlationanalysis,regressionanalysis,etc.onthecollecteddata,inordertorevealthecharacteristicsofclassroomlearningbehaviorofmiddleschoolstudentswithEnglishlearningdifficultiesandtheirrelationshipwithfactorssuchasacademicperformanceandmotivation.通過以上研究方法的綜合運用，本研究將全面揭示初中英語學(xué)習(xí)困難生課堂學(xué)習(xí)行為的特征、問題及其影響因素，為改進(jìn)初中英語教學(xué)方法和提高教學(xué)質(zhì)量提供科學(xué)依據(jù)。Throughthecomprehensiveapplicationoftheaboveresearchmethods,thisstudywillcomprehensivelyrevealthecharacteristics,problems,andinfluencingfactorsofclassroomlearningbehaviorofmiddleschoolstudentswithEnglishlearningdifficulties,providingscientificbasisforimprovingmiddleschoolEnglishteachingmethodsandimprovingteachingquality.四、研究結(jié)果Researchresults本研究通過深入的課堂觀察、問卷調(diào)查和訪談，對初中英語學(xué)習(xí)困難生的課堂學(xué)習(xí)行為進(jìn)行了全面的研究。研究結(jié)果顯示，學(xué)習(xí)困難生在課堂學(xué)習(xí)中存在多種行為特征和學(xué)習(xí)問題。ThisstudyconductedacomprehensivestudyontheclassroomlearningbehaviorofmiddleschoolstudentswithEnglishlearningdifficultiesthroughin-depthclassroomobservation,questionnairesurveys,andinterviews.Theresearchresultsshowthatstudentswithlearningdifficultieshavemultiplebehavioralcharacteristicsandlearningproblemsinclassroomlearning.學(xué)習(xí)困難生在課堂參與方面表現(xiàn)出明顯的不足。他們往往在課堂上顯得較為被動，不愿意主動回答問題或參與討論。在小組討論中，他們往往只是聽眾，缺乏主動發(fā)表觀點的勇氣和能力。這種消極的參與態(tài)度影響了他們的學(xué)習(xí)效果。Studentswithlearningdifficultiesshowsignificantdeficienciesinclassroomparticipation.Theyoftenappearmorepassiveintheclassroomandareunwillingtoactivelyanswerquestionsorparticipateindiscussions.Ingroupdiscussions,theyareoftenjustlistenersandlackthecourageandabilitytoactivelyexpresstheiropinions.Thisnegativeattitudetowardsparticipationaffectstheirlearningoutcomes.學(xué)習(xí)困難生在注意力集中方面存在困難。他們?nèi)菀资艿酵饨绺蓴_，難以長時間保持注意力。在課堂上，他們經(jīng)常分心，無法專注于老師的講解。這導(dǎo)致了他們錯過了很多重要的信息，影響了他們對知識點的理解和掌握。Studentswithlearningdifficultieshavedifficultyconcentratingtheirattention.Theyaresusceptibletoexternalinterferenceandfinditdifficulttomaintaintheirattentionforalongtime.Intheclassroom,theyoftengetdistractedandunabletofocusontheteacher'sexplanation.Thishascausedthemtomissoutonalotofimportantinformation,affectingtheirunderstandingandmasteryoftheknowledgepoints.學(xué)習(xí)困難生在學(xué)習(xí)策略上也存在明顯不足。他們往往缺乏有效的學(xué)習(xí)策略，無法有效地進(jìn)行預(yù)習(xí)、復(fù)習(xí)和鞏固。在記憶單詞和語法規(guī)則時，他們?nèi)狈茖W(xué)的方法，導(dǎo)致效率低下，記憶效果不佳。Studentswithlearningdifficultiesalsohavesignificantdeficienciesinlearningstrategies.Theyoftenlackeffectivelearningstrategiesandareunabletoeffectivelypreview,review,andconsolidate.Theylackscientificmethodswhenmemorizingwordsandgrammarrules,resultinginlowefficiencyandpoormemoryperformance.學(xué)習(xí)困難生在情感態(tài)度方面也存在一定問題。他們往往對英語學(xué)科缺乏興趣，缺乏自信，對英語學(xué)習(xí)感到焦慮和壓力。這種消極的情感態(tài)度進(jìn)一步影響了他們的學(xué)習(xí)動力和效果。Studentswithlearningdifficultiesalsohavecertainemotionalandattitudeissues.TheyoftenlackinterestinthesubjectofEnglish,lackconfidence,andfeelanxiousandstressedaboutlearningEnglish.Thisnegativeemotionalattitudefurtheraffectstheirlearningmotivationandeffectiveness.初中英語學(xué)習(xí)困難生在課堂學(xué)習(xí)中存在多種行為特征和學(xué)習(xí)問題。為了提高他們的學(xué)習(xí)效果，教師需要關(guān)注他們的學(xué)習(xí)需求，采用多樣化的教學(xué)方法和手段，激發(fā)他們的學(xué)習(xí)興趣和動力。教師還需要提供有效的學(xué)習(xí)策略指導(dǎo)，幫助他們掌握科學(xué)的學(xué)習(xí)方法，提高學(xué)習(xí)效率。教師還需要關(guān)注學(xué)生的情感態(tài)度，給予他們足夠的鼓勵和支持，幫助他們建立自信心和學(xué)習(xí)動力。通過這些措施的實施，我們相信可以有效改善學(xué)習(xí)困難生的課堂學(xué)習(xí)行為，提高他們的英語學(xué)習(xí)成績。MiddleschoolstudentswithEnglishlearningdifficultieshavevariousbehavioralcharacteristicsandlearningproblemsinclassroomlearning.Inordertoimprovetheirlearningoutcomes,teachersneedtopayattentiontotheirlearningneeds,adoptdiverseteachingmethodsandmeans,andstimulatetheirinterestandmotivationinlearning.Teachersalsoneedtoprovideeffectivelearningstrategyguidancetohelpthemmasterscientificlearningmethodsandimprovelearningefficiency.Teachersalsoneedtopayattentiontostudents'emotionalattitudes,providethemwithsufficientencouragementandsupport,andhelpthembuildself-confidenceandlearningmotivation.Throughtheimplementationofthesemeasures,webelievethatitcaneffectivelyimprovetheclassroomlearningbehaviorofstudentswithlearningdifficultiesandenhancetheirEnglishlearningperformance.五、討論與建議Discussionandsuggestions本研究通過對初中英語學(xué)習(xí)困難生的課堂學(xué)習(xí)行為進(jìn)行深入分析，揭示了他們在英語學(xué)習(xí)過程中存在的具體問題。這些問題的存在不僅影響了學(xué)生的學(xué)習(xí)效果，還可能對他們的學(xué)習(xí)興趣和自信心產(chǎn)生負(fù)面影響。因此，針對這些問題，本文提出以下討論與建議。Thisstudyconductsanin-depthanalysisoftheclassroomlearningbehaviorofmiddleschoolstudentswithEnglishlearningdifficulties,revealingthespecificproblemstheyfaceintheprocessofEnglishlearning.Theexistenceoftheseproblemsnotonlyaffectsthelearningeffectivenessofstudents,butmayalsohaveanegativeimpactontheirlearninginterestandconfidence.Therefore,inresponsetotheseissues,thisarticleproposesthefollowingdiscussionsandsuggestions.教師應(yīng)關(guān)注學(xué)生的學(xué)習(xí)過程，而非僅僅關(guān)注學(xué)習(xí)結(jié)果。通過觀察學(xué)生的課堂學(xué)習(xí)行為，教師可以及時發(fā)現(xiàn)學(xué)生的學(xué)習(xí)困難，從而提供有針對性的幫助。例如，對于注意力不集中的學(xué)生，教師可以采用多樣化的教學(xué)方法和手段，如游戲、競賽等，以激發(fā)學(xué)生的學(xué)習(xí)興趣和積極性。Teachersshouldfocusonthelearningprocessofstudents,ratherthanjustonlearningoutcomes.Byobservingstudents'classroomlearningbehavior,teacherscanpromptlyidentifytheirlearningdifficultiesandprovidetargetedassistance.Forexample,forstudentswhoarenotfocused,teacherscanusediverseteachingmethodsandmeans,suchasgames,competitions,etc.,tostimulatestudents'interestandenthusiasminlearning.教師應(yīng)注重培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。自主學(xué)習(xí)能力是學(xué)生未來發(fā)展的重要能力之一，也是解決學(xué)習(xí)困難的關(guān)鍵。教師可以通過引導(dǎo)學(xué)生制定學(xué)習(xí)計劃、教授學(xué)習(xí)策略、鼓勵自主學(xué)習(xí)等方式，幫助學(xué)生提高自主學(xué)習(xí)能力，從而更好地應(yīng)對英語學(xué)習(xí)中的困難。Teachersshouldfocusoncultivatingstudents'abilityforself-directedlearning.Theabilitytolearnindependentlyisoneoftheimportantabilitiesforstudents'futuredevelopment,anditisalsothekeytosolvinglearningdifficulties.Teacherscanhelpstudentsimprovetheirself-directedlearningabilitiesandbettercopewithdifficultiesinEnglishlearningbyguidingthemtodeveloplearningplans,teachinglearningstrategies,andencouragingself-directedlearning.教師還應(yīng)加強與家長的溝通與合作。家長是學(xué)生學(xué)習(xí)的重要支持者和監(jiān)督者，他們的參與和支持對于學(xué)生的學(xué)習(xí)至關(guān)重要。教師可以通過定期與家長交流學(xué)生的學(xué)習(xí)情況、共同制定學(xué)習(xí)計劃、鼓勵家長參與學(xué)生的學(xué)習(xí)等方式，加強家校合作，共同促進(jìn)學(xué)生的學(xué)習(xí)進(jìn)步。Teachersshouldalsostrengthencommunicationandcooperationwithparents.Parentsareimportantsupportersandsupervisorsofstudentlearning,andtheirparticipationandsupportarecrucialfortheirlearning.Teacherscanstrengthenhomeschoolcooperationandjointlypromotestudents'learningprogressbyregularlycommunicatingwithparentsabouttheirlearningsituation,jointlydevelopinglearningplans,andencouragingparentstoparticipateintheirlearning.學(xué)校和社會也應(yīng)關(guān)注初中英語學(xué)習(xí)困難生的教育問題。學(xué)?？梢蕴峁└嗟膶W(xué)習(xí)資源和學(xué)習(xí)支持，如開設(shè)輔導(dǎo)課程、建立學(xué)習(xí)小組等，幫助學(xué)生解決學(xué)習(xí)困難。社會也可以通過各種途徑，如公益組織、社區(qū)活動等，為學(xué)習(xí)困難生提供更多的幫助和支持。SchoolsandsocietyshouldalsopayattentiontotheeducationissuesofmiddleschoolEnglishlearningdifficulties.Schoolscanprovidemorelearningresourcesandsupport,suchasofferingtutoringcourses,establishingstudygroups,etc.,tohelpstudentssolvelearningdifficulties.Societycanalsoprovidemorehelpandsupporttostudentswithlearningdifficultiesthroughvariousmeans,suchaspublicwelfareorganizationsandcommunityactivities.解決初中英語學(xué)習(xí)困難生的學(xué)習(xí)問題需要教師、家長、學(xué)校和社會共同努力。通過關(guān)注學(xué)生的學(xué)習(xí)過程、培養(yǎng)學(xué)生的自主學(xué)習(xí)能力、加強家校合作以及提供更多的學(xué)習(xí)資源和支持，我們可以為這些學(xué)生創(chuàng)造一個更好的學(xué)習(xí)環(huán)境，幫助他們克服學(xué)習(xí)困難，實現(xiàn)全面發(fā)展。SolvingthelearningdifficultiesofmiddleschoolEnglishstudentsrequiresjointeffortsfromteachers,parents,schools,andsociety.Byfocusingonthelearningprocessofstudents,cultivatingtheirself-learningability,strengtheninghomeschoolcooperation,andprovidingmorelearningresourcesandsupport,wecancreateabetterlearningenvironmentforthesestudents,helpthemovercomelearningdifficulties,andachievecomprehensivedevelopment.六、結(jié)論Conclusion本研究通過對初中英語學(xué)習(xí)困難生在課堂學(xué)習(xí)行為進(jìn)行深入的研究與分析，揭示了他們在學(xué)習(xí)過程中所面臨的挑戰(zhàn)和困難。研究結(jié)果表明，學(xué)習(xí)困難生在英語課堂學(xué)習(xí)中普遍表現(xiàn)出較低的參與度、較弱的學(xué)習(xí)動力以及較差的學(xué)習(xí)效果。他們的學(xué)習(xí)行為受到多種因素的影響，包括自身的學(xué)習(xí)能力、學(xué)習(xí)環(huán)境、教師的教學(xué)方法以及家庭背景等。Thisstudyconductsin-depthresearchandanalysisontheclassroomlearningbehaviorofmiddleschoolstudentswithEnglishlearningdifficulties,revealingthechallengesanddifficultiestheyfaceinthelearningprocess.Theresearchresultsindicatethatstudentswithlearningdifficultiesgenerallyexhibitlowerparticipation,weakerlearningmotivation,andpoorerlearningoutcomesinEnglishclassroomlearning.Theirlearningbehaviorisinfluencedbyvariousfactors,incl