Liu Yi, subject background and research significance of Guanshan Middle School in Suining County After the implementation of compulsory education, the target of junior high school education has expanded from merit-based to all primary school graduates, which not only increases the number of students, but also widens the differences among students, especially in mathematics. In addition, with the continuous progress of society and the continuous reform of new curriculum, more and more students with learning difficulties in mathematics appear due to family and social reasons. Copying homework has also become the consistent behavior of most students with mathematical learning difficulties. This greatly reduces the quality of students with mathematics learning difficulties, leads to errors in teachers' evaluation of students' learning, and further affects teachers' teaching quality. Copying homework for students with learning difficulties is not only a matter of learning attitude, but more importantly, it is not conducive to the shaping of their complete personality and future growth. This obviously violates the purpose of "quality education". How to make students with mathematics learning difficulties change their attitude towards learning mathematics; How to make students with mathematics learning difficulties feel successful experience from mathematics learning; How to completely complete the transformation from "exam-oriented education" to "quality education" As a math teacher in a first-line middle school, it is very important to solve the plagiarism problem of junior high school students with math learning difficulties. For some junior high school students with learning difficulties, plagiarism has become a common occurrence. What is more worthy of reflection by teachers and parents is that they don't think this is wrong. Plagiarism among students with learning difficulties in mathematics is more serious. It is particularly urgent and important to put an end to the plagiarism of junior high school students with mathematics learning difficulties. This is not only to help students improve their learning quality, but more importantly, to help students develop good study habits, shape excellent personal qualities, and establish a correct outlook on life and values, thus promoting the improvement of all students' comprehensive quality. According to the new curriculum standards, it is pointed out that junior high school mathematics is an important basic subject, and teachers should focus on improving students' comprehensive quality, so that every student can get all-round development and become a member of socialist construction when he grows up. For this reason, teachers can't give up the education of students with learning difficulties. First of all, we should explore the internal causes of students' learning from the perspective of their inner feelings to meet their needs for love and respect. Starting with stimulating students' interest in learning and cultivating good study habits, this paper tries to turn students with mathematics learning difficulties into educational objects. Mathematician Paulia once said: "The primary responsibility of mathematics teachers is to develop students' problem-solving ability as much as possible." Students with learning difficulties often have poor comprehensive thinking ability, but they still know some simple concepts and operations, so teachers should pay attention to simplicity in lectures. When explaining complex calculation and synthesis problems, we can try our best to be easy to understand, simplify the complex problems, disperse the difficulties, dissect the synthesis problems into several simple small questions to explain, and strengthen some variant training. This can not only reduce the burden of students with learning difficulties, but also enhance their learning confidence and improve their learning level. Fourthly, the research goal is 1. Enable students to think positively in their study, ask questions if they don't understand, and present a collaborative and competitive learning atmosphere. 2. While putting an end to the phenomenon that students with learning difficulties in junior high school plagiarize their homework, improve the quality and efficiency of students with learning difficulties in completing their homework, thus promoting the improvement of their math scores and making them full of confidence in learning math. 3. Cultivate students with mathematics learning difficulties' interest in learning mathematics and good study habits, and establish a correct outlook on life and values. V. Content of the research project 1. How do junior middle school students with learning difficulties view mathematics learning at present? 2. Research on the reasons why junior high school students with math learning difficulties copy their homework. 3. Research on strategies to change the behavior of copying homework of junior high school students with math learning difficulties. Vi. Research methods 1, literature research. Through the study of related documents such as pedagogy and psychology, the theoretical basis of this topic has been laid; At the same time, understand the current situation of similar research, provide reference for this study and lay the foundation for innovative research. 2. Investigation, case analysis and observation were used to study. It is mainly tested from the following aspects: (1) The survey method is used in emotional attitude questionnaire or discussion survey; (2) Select several representative students in the class for follow-up study. (3) Observe the mental state of the students with learning difficulties in learning mathematics and the quality of their homework after class. 7. Steps and main process of research: concentrate on learning relevant educational theories and lay a theoretical foundation for research. I have read books such as How People Learn, Research on Psychological Problems of Teenagers, Great Teaching Theory, and 100 Suggestions for Young Teachers. At the same time, through the form of questionnaire, we deeply understand the proportion and reasons of students' plagiarism in mathematics homework, and make a detailed analysis. These works are the basis and premise of studying this subject. After investigation, the main reasons are as follows: 1. Some students with learning difficulties think that mathematics is abstract, difficult to learn, and there are many formulas, especially geometric proof questions, and there are many kinds of auxiliary lines ... One or two failures will make them lose confidence and give up learning mathematics, so they can only copy their homework. 2. Some students with learning difficulties study hard, but they don't master the scientific methods of learning mathematics, such as memorizing formulas, so they don't concentrate in class. Did not form good study habits, learning efficiency is very low. I can't do most of my homework, so I copy it. 3. A small number of students with learning difficulties think that learning mathematics is not important, they don't listen carefully in class and copy their homework to deal with teachers. In fact, mathematics is closely related to life. 4. Unexpected gains: After investigation, some gifted students also have plagiarism experience. Because almost every subject has homework, the time is tight and the task is heavy, so they plagiarize in order to "complete the task" on time. This is where teachers need to reflect. The homework assigned by the teacher should not exceed the students' ability. Research implementation stage: 1. Give students space and time to discuss the disadvantages of plagiarism, and the teacher will supplement it. Let the students with learning difficulties realize that copying homework is a kind of low-quality and unethical behavior, and it is irresponsible to themselves, parents and teachers; 2. In the usual study, take the "one-on-one" method, remind and help at any time, so that students with learning difficulties can gradually get rid of bad habits under the external force of prohibiting copying homework. Students with learning difficulties should appropriately reduce the difficulty of homework, and set multiple-choice questions for some plastic students with learning difficulties to encourage them to do it. Create opportunities for students with learning difficulties to experience a sense of accomplishment. Interest comes largely from a sense of success. Therefore, when asking questions in class, teachers should choose very simple questions for students with learning difficulties to answer, and praise them in time when they answer well; The answer is wrong, so we should encourage it. 3. For the students with learning difficulties who have not mastered the method of learning mathematics, the teacher adopts the way of talking. First of all, he analyzed the current situation of their learning mathematics and chose a suitable learning method for them. 4. Set practical goals for students with learning difficulties. A certain learning goal is the source of students' learning motivation. It is an important reason why students with learning difficulties have poor grades, no goals or unrealistic goals. On the basis of a comprehensive understanding of each student with learning difficulties, set short-term learning goals for them, check this goal frequently, and modify it in time. Once we find that they set too high or too low, we will help them correct them one by one and stimulate their learning motivation. For a few "stubborn" students, I take education and guidance one by one. And use "scheming" to make it "correct". Behavioral psychology research shows that repetition of more than 2 1 day will form habits, and repetition of more than 90 days will form stable habits. Therefore, if students want to get rid of the bad habit of copying homework, this process is very difficult and long. Research summary stage: summarize and sort out the research results, write relevant papers according to your own feelings, review the whole research process and write a summary report. Eight. Project research results This study has solved a problem that has puzzled me for six years: how to prevent students with learning difficulties from copying their homework. After more than a year's efforts, the research results are as follows: 1. Students with learning difficulties can actively think and ask questions if they don't understand, especially students with learning difficulties can take the initiative to perform in the front panel in class, and the whole learning process presents a United, cooperative and positive learning atmosphere. 2. Students with learning difficulties sometimes have different homework, that is, they choose content according to their own situation, but the basic required questions are the same, and there is no plagiarism. 3. After the students' self-confidence gradually accumulated, their interest in learning mathematics increased. More importantly, after last semester's training, students have gradually developed a good study habit of listening carefully in class, thinking actively after class and finishing their homework seriously. Students are the main body of learning, and all teaching activities should be tailored for students. The homework suitable for students is the best homework, and the teaching method suitable for students is the best method. Students with learning difficulties are a potential force in the class. It depends on whether you can tap them. Their learning motivation is easier to be stimulated than gifted students, their enthusiasm is easier to be mobilized than gifted students, and they are more eager for attention and applause. As teachers, we can't ignore these students. 6. Improving the mathematics learning level of students with learning difficulties is the key to improve the overall mathematics performance of the class, and the classroom performance and homework completion of students with learning difficulties are important ways to transform students with learning difficulties. Teachers should help students with learning difficulties from these two aspects. The research of this topic also provides a good platform for improving my personal professional level. First of all, I have greatly enriched the theoretical knowledge of education and teaching. Secondly, I have a new perspective and a new teaching model for teaching.