Cognitive Tactics for Chinese Language Teachers to Address Slow Learner Issue in Lower Grades Primary School

• Main Authors: Dingxiang Zhou, Teeraporn Saeheaw
• Format: Conference Proceeding
• Published: 2020
• Subjects: Arts and Humanities; Computer Science; Energy; Engineering; Medicine
• Online Access: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85085611858&origin=inward; http://cmuir.cmu.ac.th/jspui/handle/6653943832/70135
• Institution: Chiang Mai University

© 2020 IEEE. Slow learner has been taken as an interdisciplinary issue especially when refers to different kinds of language learning. Sharing the less similarity with Learning Disability (LD), slow learner issue enjoys a higher extent of universality that 6 to 8% of the school students could happen to be slow learners in any classroom. Noticing a slow learner is not eligible for special education as given for mentally retarded children, teachers usually handle these students by ignoring, or any other ways end with limited effectiveness. Lower academic skills make slow learners stranded to meet the average academic requirements and also prevent them from developing a comprehensive cognition ability in their early academic years. Standing with a public primary school in China, this research will go through a perspective of Knowledge Management (KM) and try to find the root cause in terms of the KM problem statement. For further study, cognitive tactics will be provided for the teachers to address the slow learner issue more effectively.