First, understand the situation, hierarchical counseling
(1) Use spare time to communicate with some students and parents, and listen to their voices and suggestions.
(2) Conduct classroom practice, which is divided into four grades according to the students' situation: excellent, good, passing and hard work. Students with "passing" level can do mathematical operations, but they have difficulty in applying knowledge, while students with "need to work hard" level have difficulty in doing mathematical operations. Teach students in accordance with their aptitude and implement counseling programs respectively.
Second, cultivate good study methods and habits.
(1) Go through the knowledge points one by one. For example, students who can't calculate the scores of 1/3+ 1/4, 1/3- 1/4 need to help them review their general scores first. Mathematics is very organized. If a knowledge point is out of touch, there will be obstacles in learning. For example, if a fraction is converted into a percentage, it will be divided by the molecule. Convert it into a decimal, and then you can convert it into a percentage. Be a tutor, reviewer, etc. In this way, learning obstacles will be eliminated first, and students will learn more easily.
(2) Cultivation of study habits and methods. Review one knowledge at a time, and let the students list the examples and methods in table form and take notes. Curriculum standards require the concepts and methods of memory and help students analyze the methods of memory.
(3) Consolidation after counseling. After each tutorial, leave a few corresponding exercises for students to practice and consolidate at home and give feedback in time.
(four) timely praise, enhance confidence. If progress is found, help him sum up his experience and let them experience the happiness of success, so as to establish the confidence of active participation in learning, and also pay attention to coherent knowledge and collusion counseling.
Third, pay attention to the analysis of wrong questions
(1) Monitor the completion of the job. Each student is required to hand in the assigned homework. Establish contact records for parents. For students who often fail to finish their homework on time, communicate with their parents every day to inform them of their performance that day, and at the same time ask their parents to cooperate and urge them to finish their homework on time.
(2) Record and feedback homework in time, and record the completion of students' homework in detail. For example, excellent students' homework is displayed in class as an encouragement to the student, and at the same time, other students are encouraged to continue their efforts. Progressive students are encouraged to do their homework in class, and sometimes small prizes are given as rewards. Face-to-face criticism and explanation are given to homework with many mistakes, so that students can know where the mistakes are. For some students who have difficulty in completing their homework, they should fully understand, make use of their spare time to give patient guidance and strengthen their practice. For the special mistakes in students' homework, they are specially extracted as examples for detailed analysis, and some similar questions are given for students to practice and consolidate.
Fourth, consolidate the flexibility and diversity of the exercise and strive to proceed from reality.
Practice is the necessary way to consolidate knowledge. It is difficult for students with learning difficulties to use knowledge flexibly, so it is necessary to strengthen the training of using knowledge and concepts in daily practice. If you review the essence of subtraction, you can guide students through practical application problems in life. "Xiao Ming took 10 yuan to the supermarket to help his mother buy food. He used 6 yuan money to buy meat and 3 yuan money to buy vegetables. How much money is left? How many methods can you work out? " Most students soon thought of solving this problem in two different ways. Through practical application in life, students can easily understand and consolidate the essence of subtraction.
Pay attention to cultivating students' computing ability and insist on oral arithmetic training every day. Through comparison and competition, we can see which student has the best oral expression ability within the specified time. Through such training, students' enthusiasm and interest in learning have been improved.
Fifth, pay attention to the training of application problem-solving strategies.
(1) Drawing assistance, students can strengthen their intuitive grasp of the meaning of the question through drawing. Turning abstraction into intuition will greatly reduce students' mistakes. Therefore, students are required to draw pictures first, and then solve the application problems that can be represented by graphics.
(2) Grasp the quantitative relationship and grasp the basic laws in application problems. Application problem is an obstacle for students with learning difficulties. For example, for a fractional application problem, find the unit "1" according to the score, then write a relational expression, check the known quantity and the unknown quantity according to the relational expression, finally find out the solution law of the quantity, and use multiplication when the unit "1" is known; Find the unit "1" by division or equation. But it must be emphasized that the quantity rate should be corresponding. Students with learning difficulties have mastered the basic methods, and they must carefully examine the questions in three steps: first, find the right unit "1"; Second, look and see clearly; Third, the column answers.
(3) Strengthen examination training and comparative training.
For example, 1) a cylindrical barrel with a bottom diameter of 30 cm and a height of 60 cm. How many square centimeters of iron does it take to make a bucket with a lid? 2) A cylindrical barrel with a bottom diameter of 30 cm and a height of 60 cm. What is the volume of this bucket? This kind of question needs students to compare carefully, find out the similarities and differences, and then think about what knowledge and methods to answer. Teach students to distinguish in meaning, or think from the unit name of the problem. This kind of training is more acceptable to students.
Pay more attention to students in class, always pay attention to them, and always remind them to devote themselves to classroom study. For students with learning difficulties, I insist on five key points:
(a) there are simple questions, give priority to let them answer.
(2) There are simple calculations, mainly blackboard writing.
(3) Give priority to counseling when practicing.
(4) Students with learning difficulties will give priority to answering questions they don't understand.
(5) For students who answer the questions correctly, give priority to students with learning difficulties and make them feel valued.
Through the above methods, students with learning difficulties can get rid of learning obstacles, regain their confidence and significantly improve their academic performance.