How to reduce the polarization of junior high school students' math scores? My school is a township middle school located in the urban area. The polarization of students' mathematics scores is small in the first grade, and will gradually increase in the second and third grades. Polarization is often a headache for our math teachers, and how to reduce polarization has become a difficult problem that puzzles us. Therefore, the school research room began to study how to reduce the polarization of middle school students. Most of the poor students in this polarization lack ideals, lack discipline and have bad conduct. Mainly manifested in not listening to the teacher in class, inattention, slow response, lack of self-control, and dislike of doing homework, which is the so-called poor students. Then, as a math teacher, how should we transform poor students and reduce polarization in teaching? After research in recent years, preliminary results have been achieved. Let me talk about some of my practices.

First of all, carefully analyze the reasons for the polarization of junior high school students' math scores.

1. is related to the change of students' environment and age characteristics. When children enter junior high school, mathematics is no longer novel to them. Six years of primary school study gave them a deep understanding of mathematics. Students with good grades in primary school mathematics are interested in mathematics, and their grades may have maintained a good momentum; Students with poor math scores in primary schools may lose confidence in math learning, and with the increase of junior high school courses and knowledge complexity, math scores are getting worse and worse. Furthermore, junior high school students are in adolescence, at which time students present more complex psychological characteristics-semi-naive and semi-mature intertwined, independence and dependence coexist, and conscious and impulsive contradictions.

2. It is related to students' own quality. As far as the quality of students is concerned, some of them belong to the enterprising type caused by non-intellectual factors, accounting for more than half of the poor students. Their learning ability is poor, they don't know how to learn mathematics, their study habits and methods are not good, their will is not strong and they lack confidence. The other part belongs to the weak type, accounting for only a small part. Their thinking ability, expressive ability and spatial imagination are relatively low, but they have good study habits, strong will and self-esteem.

3. This is related to the teaching content and teaching methods. The content of junior high school mathematics teaching is logical, rigorous, abstract and practical, which is manifested in the rigor of text narration. Sometimes students can read through the words, but they don't pay attention to the meaning of solving problems, which leads to the difficulty in understanding the teaching materials and teaching contents, and naturally they feel that mathematics is difficult to learn and feel tired of learning.

Second, ways and measures to narrow polarization

1. For poor students with insufficient initiative.

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Lack of initiative is more complicated: some students are only children and have good learning conditions, but their willpower and self-confidence are poor and they have no motivation to learn; There are also some students whose parents are divorced, lacking normal family education and happiness, and their parents don't care enough about their children and have no hope for them, which is one of the reasons why students are not enterprising. For these students, the first thing is to get in touch with their parents actively, do their ideological work well, and let them know the importance of educating their children. Only in this way can parents, teachers and students coordinate and work together, and it is possible to stimulate their interest and motivation in learning and give play to their intelligence, so as to study hard, improve their academic performance and be a good student.

2. For poor students with weak ability. Because they have poor abilities in all aspects, strong willpower and hard work. For these students, first of all, we should inject a lot of care, get in touch with them more in class or after class, get to know them, help them solve some practical difficulties in their study and life, give some extra-curricular guidance, and at the same time let them realize their shortcomings and take corresponding measures to remedy them. We must know that the process of mastering knowledge is to accumulate and not to give up. Even if you understand a problem one day, as long as you persist for a long time, you will accumulate more and more knowledge and gradually improve your grades.

Teachers should be full of confidence in poor students. According to the age characteristics of students, we should give them timely psychological counseling, don't discriminate against them ideologically, and be more concerned and considerate of these poor people in their studies. Talk to them often, and carefully find the starting point of the conversation, so that they can trust their teachers. Smile into the classroom to relieve the psychological pressure of underachievers, try to ask some simple questions for them to answer, give more affirmation and praise to their answers, and let them unload their ideological burdens. Teachers should be good at discovering the bright spots in their study life, and then affirm, express and respect them; Don't be sarcastic, sarcastic or reprimand them, be their friends, strengthen the relationship between teachers and students, and make them like the math knowledge you teach. Influence them through our enthusiasm.

4. Lower the starting point in class, step by step, teach students in accordance with their aptitude, and teach at different levels. Most of the poor students' basic knowledge is not solid, and their knowledge is scattered and unsystematic, so I lower the starting point of teaching, lower the slope and arrange the progress reasonably. At the same time, feedback information in time, give patient guidance to every potential student, give affirmation when doing it right, then let him try to do the problems done by top students or give a little guidance, and encourage him in time when doing it right. According to different situations, we should teach students in different levels and in accordance with their aptitude, and gradually improve their grades. At the same time, teachers should carefully prepare textbooks and students according to the characteristics of their own students, break through the difficulties in textbooks, and turn some difficulties in mathematics into problems in real life, so that students can accept them more easily. At the same time, we should guide students to master the correct learning methods, correct their learning attitudes and define their learning objectives, so that students will have interest and confidence in learning and their academic performance will naturally improve gradually. I believe that as long as they work hard, they will gain something.

5. Establish a learning support group to promote the progress of gifted students and poor students. In the actual teaching work, in addition to attending classes every day, teachers still have a lot of teaching-related work to do, such as preparing lessons, teaching and research, correcting homework and so on. A teacher's time and energy are limited, and one's strength is limited, while the collective strength is infinite. It is absolutely impossible for a math teacher to coach every student in the face of two classes. Therefore, we can mobilize the students' strength and set up a mutual aid group in mathematics learning in the class, so that students with good grades can become teachers' right-hand men. The specific way is: the teacher selects students with excellent math scores in the class, the teacher gives them guidance, and then let these gifted students be counselors for poor students. Through their guidance, we can introduce the learning experience and learning methods of gifted students to poor students, help them study and live, and finally improve their math scores to achieve the goal of * * * progress.

I think the reason why poor students don't study well is that they don't study hard and have no confidence in themselves, which leads to more and more weariness of learning, lax discipline and poor grades. Therefore, in the actual teaching process, as long as we carefully guide and cultivate, attach importance to the cultivation of top students and the counseling of poor students, we will certainly receive better results.