First, pay attention to cultivating students with learning difficulties' interest in learning mathematics.
1 to stimulate students' interest in learning
Enthusiasm is the driving force for doing things, and "interest is the best teacher". Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy.". A strong interest in learning can make the brain in the most active state and enhance people's observation, attention, memory and thinking ability. Interest is not innate, but gradually cultivated in learning. As a teacher, we should be good at introducing some mathematical history or interesting mathematical knowledge in combination with the contents of textbooks to stimulate students' initiative and curiosity.
2. Create a good learning environment for students.
A good learning situation means that teachers create a positive learning atmosphere for students. Teaching should not only attach importance to "emotion", but also advocate "applying what you have learned". As mathematics teachers, we should make full use of the unique function of situational teaching and create an operating situation with both emotional color and practical value in expanding the vast space of mathematics teaching. Its teaching effect can be described as "it is better to ask than to do", and let students operate as much as possible. Through students' practical operation, let students find problems and stimulate curiosity. This can not only adjust the classroom atmosphere, but also help students with learning difficulties to concentrate and remember deeply, leaving a deep impression on students.
Second, pay attention to cultivating students with learning difficulties with good learning will and initiative.
Will is an important aspect of non-intellectual factors, and students' good will quality can strengthen and promote their intellectual development. In teaching, it is necessary to provide students with independent activities and opportunities to overcome difficulties, and explore ways and methods to overcome difficulties through the positive inspiration of teachers and students' own efforts. At the same time, we should pay attention to cultivating students' self-control ability. Because students with learning difficulties are unstable in class, their interests are easily transferred and dispersed. In class, teachers should constantly use the changes of eyes, expressions, gestures and voices to warn them or make necessary pauses, so that they can feel that they have been under the teacher's attention, thus consciously controlling their attention. Students with learning difficulties are highly dependent, do not like to use their brains and do not like to copy homework. Teachers should educate them that doing homework is a true record of the learning process and a consolidation of what they have learned. Although it is a long-term and arduous task to finish homework independently, it is beneficial to study, so that they can clearly control their bad behavior, "force" themselves to finish homework independently on the basis of careful review, and form good study habits. In teaching activities, teachers should also pay attention to carefully designing exercises, grasp the feedback information in time, and actively take measures to make up for the defects, so as to ensure the expected teaching purpose is achieved. In class, students should learn to try to practice, and the topics are mainly basic questions. When problems are found, they should be supplemented in time, which will strengthen the adjustment and remedy them in class. This is especially beneficial to students with learning difficulties, and strengthening after-school supplement in class greatly reduces the learning burden of students with learning difficulties.
The disadvantages of traditional education warn us that education should be student-oriented. In the face of young people who are full of vitality, sincere feelings and greater plasticity in the new era, teachers must never replace them, and replace the main activities with knowledge transfer. As a teacher, in teaching, we should pay attention to teaching strategies and change outdated teaching methods that are not suitable for modern teaching laws. We should carry out heuristic teaching, adopt lively forms and make full use of modern teaching equipment in schools, so that students with learning difficulties can use their brains, actively participate and practice boldly, taste the joy of success in the process of subject participation and stimulate their interest in learning mathematics. In fact, many practical problems related to mathematics knowledge happen around students, full of life interest, and students love to participate. Someone once said, "Mathematics is the gymnastics of thinking". Mathematics teaching is the teaching of thinking activities, and students' thinking activities depend on teachers' guidance and careful teaching and inspiration. Therefore, cultivating students' initiative should be based on inspiring students' thinking. Psychological research shows that bad thinking situations will inhibit students' enthusiasm for thinking. Therefore, whether it is design problems, humor, appreciation and competition in class, we should consider the enlightening nature of the activities. Confucius said, "Don't be angry, don't be unhappy". How to make students feel angry psychologically is the purpose of cultivating students' initiative.
Thirdly, teachers should care about students with learning difficulties and make themselves their mentors.
Eliminating the psychological barriers between teachers and students with learning difficulties is the beginning for teachers to help students with learning difficulties take off again. Students with learning difficulties often have an inferiority complex. They are often ashamed to meet the teacher because of their unsatisfactory math scores, and they will not take the initiative to ask questions to the teacher. In the long run, more and more problems will gather, the ideological burden will become heavier and heavier, and the learning difficulty will increase. Therefore, teachers should pay more attention to and understand the students with learning difficulties, often talk with them at ordinary times, give them more emotion, and convey a message of goodwill, understanding and trust to the students with learning difficulties through their words and deeds. In teaching, students with learning difficulties should be given "three priorities", that is, questioning priority, counseling priority and study inspection priority. Patiently and meticulously help students with learning difficulties until they understand, so as to build an emotional bridge between teachers and students and let bilateral teaching activities be carried out in emotional blending. "Water the late-maturing buds with love", awaken their "sleeping hearts" with sincere love, and break through emotional barriers. Only in this way can students with learning difficulties open their hearts, receive education and strive for success.
Fourth, teachers should let students with learning difficulties experience the joy of success.
Psychological research shows that everyone has immeasurable potential, but only after affirming his own strength in consciousness can he give full play to his potential. Similarly, the sense of success gained by students with learning difficulties from mathematics learning can also generate great learning motivation. On the contrary, if you always fail in your study, you will lose confidence and have a sense of failure. Therefore, in mathematics teaching, teachers should create opportunities to ask questions, perform, discuss and test with appropriate difficulties, so that they can make some efforts to think and solve problems independently, so that students with learning difficulties can experience the joy of overcoming difficulties, realize their own strength and enhance their self-confidence. Only in this way can we cultivate the will of students with learning difficulties and let them gain successful experience through their own efforts. Practice shows that creating conditions for students with learning difficulties to experience success in mathematics activities can stimulate their learning motivation and enhance their confidence in learning mathematics.
The ancients said, "You can't reach a thousand miles without accumulating steps, and you can't become a river without accumulating steps." The same is true of learning. The reason why students with learning difficulties don't study well is that they don't study step by step. They lack a little mathematical concept here and a theorem formula there, so they can't keep up, get tired of learning and get worse. But as long as the teacher carefully guides and cultivates in the actual teaching, then our sweat will be rewarded.