学习困难学生在各国的在校生中都占有一定比例。学习困难学生智力正常，但存在阅读理解、数学能力方面的障碍，加上所处环境中消极因素的影响，形成了个体不良的配置结构，从而导致在学业、品德和行为等方面的落后；而这些落后方面又相互融合、作用，不仅导致其学业成绩落后、就学困难，还可能伴随心理行为问题和社会、情绪障碍，影响自身的健康成长与生命质量，严重地还可能危害社会。如何提升学困生的学业表现、增强学困生的自信、激发其学习动机和学习兴趣、促进其身心的全面发展一直是困扰家长与教育工作者的大难题。而长期的教育实践、研究表明学习困难现象并非不可改善。近年来，美国斯坦福大学的心理学教授Carol Dweck提出的内隐智力理论取得了丰富的理论和实践成果，她指出拥有成长型思维的孩子认为“努力”比“天赋”更重要，他们在遇到困难和挑战时更加乐观积极，相信通过不懈努力能够克服困难、走向成功。对其学术和实践成果的分析表明，培养学生的成长型思维模式有望成为转化学习困难的的可行之计。 基于以上分析，本研究以北京市某小学二年级一班的师生为研究对象，通过学生访谈和课堂观察，探究小学低年级学习困难学生和非学习困难学生内隐智力观的发展特点；通过问卷调查、课堂观察和访谈，了解教师的内隐能力观及影响学生内隐能力观的教师因素；通过实践探索形成由教师主导的培养小学学习困难学生的成长型思维模式的干预方案。 研究结论如下：第一，小学二年级学生大多处在“认为努力是成绩的主要原因，同样的努力会导致同样的成绩”的认知阶段，尚不能分清智力、能力和努力之间的关系。虽然通过访谈发现其成长型思维模式比例较高，但存在知行不合一的问题，即他们虽然大体在言语上认可成长型思维模式，但对成长型思维的理念还缺乏真正的理解，部分学生的行为与理念上存在偏差。第二，学困生的的固定型思维倾向显著高于非学困生，但两者的成长型思维倾向无显著差异。而在课堂实践中，老师们的教学行为没有明显的固定型思维导向，也缺乏成长型思维培养导向。第三，内隐智力观不是影响学生学业困难的唯一因素，学困生和非学困生都可能会有成长型和固定型的思维倾向，但是聚焦学困生的特殊需求，以成长型思维培养为切入点，运用基于班级发展的校本研究模式，能够帮助学生培养学习的自我效能感和学习自信，在转化学困生上具有一定成效。第四，通过教师实施学生成长型思维的干预能够帮助教师内化成长型思维模式的理念。与学生相比，教师内隐智力观的可变性更低、反复性更强。

Students with learning difficulties account for a certain proportion of the students in each country. They have normal intelligence, but have difficulties in reading comprehension or mathematics. And the negative factors in the environment affect individuals to form a poor configuration structure, which leads to backwardness in terms of academics, morality and behavior. These backward aspects are mutually integrated and functioned, which not only leads to backward academic performance, difficulties in schooling, but also may accompany psychological behavior problems and social and emotional obstacles, affecting their own healthy growth and quality of life, and may seriously harm society. How to improve the academic performance of students with learning difficulties, enhance their self-confidence, stimulate their motivation and interest in learning, and promote their comprehensive development of mind and body has always been a big problem that plagues parents and educators. Long-term educational practice and research show that learning difficulties are not unsolvable. In recent years, the theory of growth mindset proposed by Carol Dweck, a psychology professor at Stanford University in the United States, has yielded rich practical results. She pointed out that children with growth mindset think that “effort” is more important than “talent” . And they may be more optimistic and positive when challenged, and believe that unremitting efforts can help them overcome difficulties and ultimately succeed. The academic and practical achievements show that the development of students' growth mindset is expected to become a feasible solution to transform learning difficulties. Based on the above analysis, this study takes one class from the second grade of a primary school in Beijing as the research object. The author explores the implicit theories of the lower primary school students with and without learning difficulties and their influencing factors through the student interviews and classroom observations; understand the teacher's implicit theories and the teacher factors that affect students' implicit theories through questionnaires, classroom observations and interviews; explore a teacher-led intervention mode that fosters a growth-oriented thinking model for students with learning difficulties in primary schools through practice. The conclusions of the study are as follows: First, most of the second-grade students are in the cognitive stage of “thinking that effort is the main reason for achievement, and the same effort leads to the same achievement”, and the relationship between intelligence, ability and effort cannot be distinguished. Although through interviews, the proportion of growth-oriented thinking patterns is high, there is a problem of inconsistency between knowing and doing, that is, although they generally recognize the growth mindset in speech, they still lack a true understanding of the concept of it. There is a deviation between behavior and philosophy. Second, the fixed mindset of students with learning difficulties is significantly higher than that of students without learning difficulties, but there is no significant difference in the growth mindset tendency between them. The fixed mindset may be a key factor influencing students' learning difficulties. In the classroom practice, the teachers' teaching behaviors have no obvious fixed mindset orientation while lack the growth thinking orientation. Third, the implicit intelligence theory is not the only factor that affects students' academic difficulties. Both students with and without learning difficulties may have growth or fixed mindset. But focusing on the special needs of students, taking growth mindset as the entry point, using the school-based research model based on class development can help students with learning difficulties develop self-efficacy and self-confidence, and improve learning difficulties. Fourth, the intervention of teachers to implement student growth mindset can help teachers internalize the concept of growth mindset. Compared with the students, the teacher's implicit intelligence is less variable and more repetitive.