在国家基础教育阶段，数困生是一个具有长期困扰性的问题。初中阶段，学生数学成绩差异逐步扩大，明显形成了数学“学优生”和“学困生”。黔东南苗族侗族自治州，一个贵州东南部少数民族聚居的地带，当地的社会文化背景、经济发展水平和自然环境等都对学生的发展产生了深远影响。

2023年7月，本人以教育支教者的身份来到黔东南岑巩县一所初中，对该校的数困生展开相关研究。该校学生大多来自各个乡镇，数学水平普遍不高，因此其为研究该地区数困生问题提供了具有代表性的样本。支教期间，通过问卷调查法和访谈法探究初中数困生形成的原因，进而从原因出发对数困生进行了类型划分，并选出三位不同类型的数困生作为个案研究对象，分别为基础薄弱型、动机不足型和方法不当型。通过课堂观察法和访谈法研究三位数困生的课堂表现和数学学业表现，探究各自数学学习困难的原因。在支教结束后，通过线上教学的方式对三位数困生进行一个学期的干预转化，从成因出发制定个性化的转化策略。根据个案转化的效果，探究线上教学在数困生转化中是否具有可行性。同时，也根据整个干预转化过程总结线上教学下的初中数困生转化策略。

调查显示，初中阶段数困生的成因可概括为内因和外因两大类。内因涉及学生本身的学习兴趣、动机缺乏，学习方法和策略的不恰当使用，基础知识的匮乏，数学学习上缺乏自信与积极性，以及对成功或失败的不合理归因。而外因则包含数学学科本身的特点，教育体系中的不利因素，家庭和社会环境的影响。在此背景下，通过对三名数困生的案例分析发现，线上教学模式在促进数困生转化中具有可行性。同时，根据整个干预过程总结出线上教学模式下初中数困生的有效转化策略，包括情感先行、实施个性化教学、加强学习过程的监控、提供及时反馈、实行多维度评价以及推动家校社会的共同教育。另外，本研究探索了“互联网+支教”模式，为民族地区教育扶贫提供了新思路。

In the national basic education stage, students with math difficulties is a long-term problem. At the junior high school stage, the gap in students' mathematics scores gradually widens, and obviously forms the "excellent students" and "poor students" in mathematics. Southeast Guizhou Miao -Dong Autonomous Prefecture, a region inhabited by ethnic minorities in the southeast of Guizhou Province, has a profound impact on the development of students due to its social and cultural background, economic development level and natural environment.

In July 2023, I came to a junior high school in Cengong County, southeast Guizhou Province as a volunteer educator to conduct relevant research on the mathematically disadvantaged students in the school. Most of the students in this school come from various towns and villages, and their mathematics level is generally not high, so it provides a representative sample for studying the problem of mathematically disadvantaged students in this area. During the volunteer teaching period, questionnaire survey and interview methods were used to explore the causes of the formation of mathematically disadvantaged students in junior middle school, and then from the causes, the types of mathematically disadvantaged students were divided, and three different types of mathematically disadvantaged students were selected as case study objects, respectively, the type with weak foundation, the type with insufficient motivation and the type with improper methods.Through the method of classroom observation and interview, this paper studies the classroom performance and mathematics academic performance of the students with three-digit difficulty, and probes into the causes of their mathematics learning difficulties. After the volunteer teaching, a semester-long intervention and transformation of three-digit students with difficulties will be carried out through online teaching,and personalized transformation strategies were developed from the causes. According to the effect of case transformation, the paper explores whether online teaching is feasible in the transformation of mathematically disadvantaged students. At the same time, according to the whole process of intervention transformation, the transformation strategy of junior middle school students with math difficulties in the mode of online teaching is summarized.

The investigation shows that the causes of students with math difficulties in junior middle school can be summarized as internal causes and external causes. Internal causes involve students' lack of learning interest and motivation, inappropriate use of learning methods and strategies, lack of basic knowledge, lack of self-confidence and enthusiasm in mathematics learning, and unreasonable attribution of success or failure. While the external factors include the characteristics of the mathematics subject itself, the unfavorable factors in the education system, and the influence of family and social environment. In this context, through the case analysis of three students with mathematical difficulties, it is found that the online teaching model is feasible in promoting the transformation of mathematical difficulties. At the same time, according to the whole intervention process, we summarized the effective transformation strategies of middle school students with mathematical difficulties under the online teaching mode, including emotional antecedent, implementing personalized teaching, strengthening the monitoring of the learning process, providing timely feedback, implementing multi-dimensional evaluation and promoting the common education of family, school and society.In addition, this study explores the "Internet volunteer education" model, which provides a new idea for educational poverty alleviation in ethnic areas.