The transformation case of students with learning difficulties in mathematics 1;
Liu Feng: Male, 1 class (1) student. Usually I like to violate discipline, play pranks, make small mistakes, have poor self-control, always can't control myself in class, and sit incorrectly. I found him studying? Wait, shit, want it? Bad habits, such as being taught by teachers, depend on other students for help. I even used my crooked brain to collude with several students with good grades and engage in relationships between classes. Therefore, as soon as I got the topic in class, I didn't think about doing it quickly, but dawdled. As soon as the bell rang, I quickly looked at other students with my eyes and motioned for others: come and teach me. Math homework is sloppy, sloppy, slow, always procrastinating, and often can't be finished.
Based on the analysis, I think if one thing can arouse his self-confidence, turn this self-confidence into a powerful internal driving force, and take this as a starting point, constantly accumulate self-confidence, tap potential non-intellectual factors, such as interest and will, and at the same time, parents can get to know him again and pin their hopes on him. Then he may gradually get rid of the learning difficulties and make progress in his studies, because he is a child with normal intelligence after all, protect his self-esteem, treat every child in the class fairly, care about his study and life and communicate with him regularly. Pay attention to your words and deeds and make students feel that the teacher is fair and just. Protect children's self-esteem and help build self-confidence. Be good at discovering children's bright spots, capturing children's advantages with a magnifying glass, and seeing children's shortcomings with a small mirror. Try to build a bridge to communicate the feelings of teachers and students, and help them build up their self-confidence with a little love and affection, which is what teachers should do.
At first, the student still didn't attend the class, but played by himself in class. His homework can be written, but it is sloppy. After a period of hard work, sometimes I can concentrate in class, my homework is much more serious, and I can basically finish it on time. My enthusiasm for learning has obviously improved, and my grades have also made remarkable progress. Mr. Tao Xingzhi once said: Whoever doesn't love students can't educate them well. ? Only sincere love for students can inspire them, make them feel incomparable warmth and ignite the fire of hope for students to pursue progress and become excellent students. Educational practice tells us that love is the most effective means of education, and teachers' emotions can warm a cold heart. When students experience the teacher's love and ardent expectation for themselves, they will become? Kiss his teacher and believe in his way? . Give more love to students with learning difficulties, let the sunshine of love warm them, let the rain and dew of love moisten them, and realize the transformation of students with learning difficulties.
A case study on the transformation of students with learning difficulties in mathematics Part II:
When Zheng Hao Wang, a student in my class, was in the lower grade, he often got twenty or thirty points in mathematics, which seriously affected the passing rate of the class. Therefore, after comprehensive evaluation, I listed Zheng Hao Wang as a list of students with learning difficulties in mathematics. After this semester's reform work, his math score has increased from the previous 20 points to 30 points, and now he tends to pass. Although there is some repetition, on the whole, there is still progress. It is important that the changes in students' learning attitudes and habits are commendable. After a period of help, students' math scores are expected to reach the class average.
It is also suspicious to put this classmate on the reform list at the beginning. As a new teacher who has just worked for three years, his teaching experience and experience in transforming students with learning difficulties can be said to be a drop in the bucket. After observing this classmate and communicating with the old teacher, he thinks that this classmate still has potential in mathematics, because his grades in other subjects are still good, so he decided to list him as the object of reform. It is an arduous task for teachers to do a good job in transforming students with learning difficulties and not to let a student fall behind, and it is also an objective requirement for improving teaching quality in an all-round way.
The transformation of students with learning difficulties is not a day's work, and we must make unremitting efforts. There are no students who can't teach well, but they can't find a good way to teach. There are reasons for the formation of students with learning difficulties. For them, the teacher should give them love and trust with a word and a hint, stimulate their intellectual potential, stimulate their enthusiasm for knowledge, let them study with passion, face life with confidence, and catch up with their studies as soon as possible.
A case study on the transformation of students with learning difficulties in mathematics 3;
Xiao W was transferred from another school. Because of the difference in education level between the two places, his grades have not kept up with his classmates, especially in mathematics, and he has not mastered some basic knowledge and methods, and his thinking ability in mathematics is even worse.
As his math teacher, when he first took over, his math score was only ten points. It can be said that Xiao W at that time could not keep up with the normal classroom mathematics learning. Faced with such a situation, should he give up such a student or take him with him? Going? Giving him up will affect his future studies. If I don't give up on him, where should I start in the face of his mathematical foundation? It didn't take long for the school to start, so I felt that I couldn't give up on him.
In view of his present situation, I think blindly criticizing and scolding will definitely not solve the problem. Although his math scores were poor, I could see that he didn't lack the desire to learn, and what I needed to do at that time was to ignite his enthusiasm and arouse his confidence.
By lowering? Students with learning difficulties? The focus of learning mathematics is to give them more help in the learning process, solve their problems and obstacles in the learning process in time, encourage them in time, and establish their confidence and enthusiasm for learning. With the help of Xiao W, his math scores have been obviously improved, and his confidence in learning has also been greatly improved. In an exam, his math score was 98. I'm glad he smiled.
A case study on the transformation of students with learning difficulties in mathematics 4;
On the first day of the ninth grade, a casual question in class impressed her face deeply in my mind. Her name is Yu, and her chubby figure and flashing eyes make me believe that this child's grades must be very poor. Sure enough, I turned over her entrance scores and got 37 points in math, which really scared me. I think this is over, the math foundation is so poor, let alone the senior high school entrance examination. The average score and passing rate of our class must be influenced by her. But on second thought, there must be a reason for children's learning difficulties. If I find the crux, I will definitely help her improve her grades and never give up any students. Through a period of observation and understanding, I found out the reasons for her poor grades, and I formulated a series of measures and countermeasures to solve these problems.
After a period of running-in, Yu gradually became interested in mathematics, and her computing ability has also made great progress. Last semester, she scored 72 points in the mid-term exam, 67 points in the final exam, and 7 1 point in the mid-term exam this semester. The calculation is correct every time. I am happy for her, and she is happier. Gradually, there were more smiles on Miao Xin's face, and people were cheerful. She always reports to me during recess, sometimes she has problems and sometimes she chats with me. Every day, she is always the first to ask what her homework is. She no longer refuses to study math, and has never copied other people's homework. Her self-confidence grew slowly in her heart. Although she can't compare with others, she is earth-shaking compared with herself.
During this period, it was not smooth sailing. There were setbacks and vacillations, but we persisted and encouraged each other. Although her grades have improved, her energy seems out of proportion to mine. I think this may be my counseling, lacking theoretical support and guidance. So there is a lack of more targeted counseling methods. Suhomlinski said:? The more difficult it is for children to learn, the more insurmountable obstacles they seem to have in learning, so they should read more books. Reading can teach him to think, and thinking will become a stimulus to stimulate intelligence. ? If we collect a set of books specially for Yu, so that she can read and think often, then her sensitivity to knowledge will certainly become more and more acute, and the teacher's work will get twice the result with half the effort. As a math teacher, we will meet many students with learning difficulties in our future teaching work. As long as we have love and perseverance, these children will certainly get their own successful experience.
Case study on the transformation of students with learning difficulties in mathematics 5;
Liu Tongxue, female, 7 years old. I got good grades. When I entered the class, I was the fourth in my class. I study hard and have a correct attitude. I can finish my homework carefully every time, but my exam results are not ideal, and sometimes I even fail. Often feel anxious and don't communicate with classmates. When I get home, I shut myself in my room and don't want to communicate with my parents.
I noticed the abnormal performance of that student, learned about her situation from my classmates and got in touch with my parents. From what we have learned, the student has made outstanding achievements and performed well in Grade One, and is deeply favored by teachers and praised by parents. After entering the second grade, although the learning objectives are clear, they often appear in the classroom? Can understand, have difficulty in doing the problem? Phenomenon, can't adapt to the study life of high school quickly, forming a strong contrast and unbalanced mentality, so it is inevitable to be upset. Through careful observation for a period of time, it is found that students' mathematics learning is not comprehensive, their learning methods are inappropriate and their learning efficiency is not high.
In order to correct this phenomenon and help students adapt to high school study as soon as possible and regain their confidence, I have made some plans.
Through some concrete measures, the student has gradually adapted to the study in senior high school, and his learning initiative has been continuously enhanced, his self-confidence has gradually recovered, and his personality has become cheerful. Every math exam is basically above 95. She was very grateful to her teacher and became good friends with her.
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