1. Reasons for Junior Middle School Students' Mathematics Learning Difficulties
An objective analysis of the causes of junior high school students with learning difficulties in mathematics includes both teachers' problems and students' problems. Generally speaking, it mainly includes the following points: first, because of the abstract characteristics of mathematics itself, it puts forward higher requirements for students' basic level and thinking ability; But each junior high school student's ability to understand and accept knowledge is different. Teachers adopt the same educational model in classroom teaching. Some students accept quickly, while others accept slowly, gradually widening the gap. Secondly, the content and requirements of junior high school mathematics learning have changed greatly compared with primary schools, and the difficulty and depth have increased, making it very difficult for individual students to learn. Most of the knowledge points in junior high school mathematics textbooks are to assess students' abstract thinking, and junior high school students are in the stage of changing from intuitive thinking to abstract thinking. They have not completely changed from their study habits in primary schools, and still rely on mechanical memory methods, lacking the flexibility to solve problems. Third, junior high school students have poor self-discipline and self-management ability. Some students don't develop good study habits or master appropriate learning methods, they can't understand what the teacher says in class, and they can't finish their homework seriously after class, so their learning efficiency is low. Fourth, teachers still follow the traditional teaching methods, mainly the spoon-feeding education mode, and students are not interested in learning mathematics and cannot actively participate in classroom activities.
2. Transformation strategies of junior high school students with learning difficulties in mathematics.
2. 1 Guide students with learning difficulties to master appropriate learning methods.
Most students with learning difficulties do not master appropriate learning methods, which leads to low learning efficiency. In the long run, they lose interest in learning. Therefore, in the transformation of students with learning difficulties, teachers must pay attention to teaching students the correct learning methods and make personalized learning plans according to the actual situation of students. For example, when learning intersecting lines and parallel lines, teachers should strengthen special guidance for students with learning difficulties: first, let students prepare well before class, initially understand what intersecting lines, parallel lines and congruent angles are, and then write down what they don't understand and listen to the class with doubts, which makes it easier to arouse their enthusiasm; Secondly, in order to make students pay attention to lectures, students with learning difficulties are required to take notes in class and check after class; Moreover, teachers should also supervise students with learning difficulties to finish their homework on time, systematically review the contents of classroom learning after class, and master the internal relationship of knowledge by recording tables, drawing pictures, building knowledge trees and so on. In addition, because the students with learning difficulties have a weak mathematical foundation, in order to break through the difficulties in learning one by one, the teacher requires each student with learning difficulties to have his own wrong problem book, record and sort out the problems encountered in learning every day, and ask the teacher or classmates for advice after class. Through a series of learning methods from before class to after class, the learning efficiency of students with learning difficulties is effectively improved and the learning difficulty is reduced.
2.2 Help students with learning difficulties to establish self-confidence in learning.
Because of poor academic performance, students with learning difficulties often have inferiority complex and are very sensitive to other people's evaluation. When studying in class, the teacher's every move will have an impact on them. If teachers can pay more attention to students with learning difficulties and give them more affirmation and encouragement in the teaching process, they can effectively stimulate their thirst for knowledge. Therefore, teachers should be more "partial" to students with learning difficulties. Simple questions in class should be answered by students with learning difficulties, and interaction and communication with students with learning difficulties should be strengthened. Even if students answer incorrectly, teachers should not criticize blindly, but should guide patiently. When students answer correctly, teachers should give affirmation and encouragement in time, so that students with learning difficulties can feel the care and trust from teachers, strengthen their emotional dependence on teachers, form a harmonious relationship between teachers and students, make students with learning difficulties fall in love with math classes, consciously abide by classroom discipline, finish their homework carefully after class, and improve the effectiveness of math learning. After a period of persistence, students with learning difficulties will find it not difficult to learn mathematics well, and then establish self-confidence in learning and meet the challenge of knowledge with a positive attitude.
2.3 The classroom follows the principle of teaching students in accordance with their aptitude.
Students with learning difficulties are a special group in teaching. Teachers should fully consider their own actual situation and teach students in accordance with their aptitude, so as to really help students with learning difficulties get out of trouble. Otherwise, the traditional "one size fits all" teaching mode will lead to students with learning difficulties always falling behind. Therefore, for students with learning difficulties, teachers should change the teaching mode. For example, when learning "the sum of the internal angles of a triangle", teachers can ask students to draw a triangle first, then measure the degree of each angle, add up the degrees of the internal angles to calculate the sum, and observe and summarize the laws of the sum of the internal angles of a triangle, so that the original complex problems can be presented in a simple way, which is in line with the thinking habits of students with learning difficulties. In addition, teachers should appropriately reduce the requirements for students with learning difficulties and do not require students with learning difficulties to compete with gifted students. Instead, students with learning difficulties should be required to make their own study plans, make progress every day and improve their academic performance. When doing exercises in class or assigning homework after class, teachers should adopt the method of hierarchical teaching, which not only ensures that top students maintain their motivation to learn, but also ensures that students with learning difficulties can have room for improvement. After class, we should also organize top students and students with learning difficulties to form help groups, strengthen individual counseling, and help students with learning difficulties to solve problems and improve learning efficiency.
As can be seen from the above, it is very urgent to speed up the transformation of junior high school students with learning difficulties in mathematics, and teachers should make changes in teaching methods. On the one hand, strengthen the encouragement and support for students with learning difficulties and help them regain their self-confidence in learning; On the other hand, it can enhance the interest and practicality of classroom teaching, make students with learning difficulties realize the fun and significance of learning mathematics, and then develop good study habits. I believe that as long as the teacher does not give up and insists on helping the students with learning difficulties, the ideal transformation effect will be achieved, and the students with learning difficulties will fall in love with learning and their grades will be improved.