A philosopher put it well: "He who has confidence is half successful." Self-confidence is the spiritual core in the process of children's growth, and it is the driving force for children to face difficulties with confidence and strive to fulfill their wishes. Self-confidence is the basic motivation to learn mathematics well and the fundamental guarantee of success. Students have strong self-confidence, greater determination and will to overcome learning difficulties, and can make continuous progress in their studies. This is of great significance to help students establish self-confidence in learning and stimulate their enthusiasm for learning. The reasons why students lack self-confidence in learning mathematics are as follows: First, they feel inferior. The main psychological reason that hinders the establishment of self-confidence is inferiority, which is a psychological tendency of self-denial. There are often the following factors that cause learning inferiority. For example, I think that my intelligence is not as good as others, that I am too low on myself, that I am born with poor learning ability, and that I am "not the material for learning", giving up on myself and holding my head in front of students with good academic performance. It is also possible that you have suffered setbacks and failures in your study, and your psychological ability to bear setbacks is poor, so you can't treat them correctly, resulting in pessimistic and negative emotions and loss of self-confidence and inferiority complex. Second, fear. This kind of students are generally afraid of difficulties and lack innovation and enterprising spirit. Among these students, girls account for a large proportion. The main reason is that they are timid, weak in character and weak in psychological endurance. When frustrated, they are prone to mental stress, anxiety, fear and anxiety. Coupled with the influence of old ideas, it is always believed that "women are not as smart as men", and parents and teachers have lower expectations and trust for girls than boys, which gives girls a bad psychological hint. Third, inertia. Inertia psychology is a bad psychological state of not striving for progress, doing nothing and slacking off. Some students fail to develop hard study habits, lack competition awareness, give up in the face of competition, especially after repeated failures in their studies, and thus lose the motivation to achieve success, thus developing an inert psychology. Some methods to help students establish self-confidence in teaching: 1. Stimulating learning interest and eliminating fear are important factors to learn mathematics well, which can stimulate students' learning motivation. To make students interested in mathematics, the key is that teachers should make mathematics "interesting". In the first class of learning mathematics in grade one, let the students know what mathematics they will learn and what is the use of learning mathematics. Through some interesting experiments and vivid explanations, let students know that mathematics is interesting and useful, and then further tell students how to learn mathematics well. As long as the first step is taken well, the mental pressure of students in learning mathematics will be alleviated, and their interest and enthusiasm in learning will be stimulated, thus creating a good psychological environment for learning mathematics, eliminating fears and establishing self-confidence in learning mathematics well. In the future teaching, we should also pay attention to giving students more hands-on opportunities. Let students do it by themselves, and their interest in exploring mathematics stems from their curiosity. Second, know yourself correctly, give you a chance to succeed, and pay special attention to "students with learning difficulties" in class. For these students, it is not enough to rely on verbal encouragement to help them build their self-confidence. Because of their poor foundation, they will lower the starting point of knowledge in class, just like listening to "heavenly books"! In fact, it is impossible for teachers to lower the starting point of knowledge for these students in class. So in class, I often leave some simple questions for them to answer, intentionally or unintentionally, so that they feel that they still have something to understand, thus enhancing their thirst for knowledge. In feedback exercises, I often have two kinds of questions, which require most students to finish all the questions, while "students with learning difficulties" only need to do one group. In this way, different standards are required for different students, so that "students with learning difficulties" can accept and basically follow the work rhythm. When I patrol students to do problems, I mainly pay attention to "students with learning difficulties", give timely guidance, help solve the difficulties encountered in the process of doing problems, and let them gain something after the last class. In the long run, they will also establish the self-confidence that "I can learn math well".

Third, do not hesitate to praise.

Junior high school math teachers usually teach two math classes. Facing more than 100 students, it is unrealistic and impossible to praise every child in every class. So, I made full use of my exercise book to have a "private chat" with my students: "You have made great progress in math recently, which is really good"; "The question you answered in class yesterday is very complete, go on!" ; "You made rapid progress in this test, come on!" ..... In this way, a small comment has built a bridge of love between teachers and students. As a teacher, don't be stingy with praise. According to different children, convey their feelings and love to their children's hearts in time, so that children can ignite the spark of progress in the care of teachers and enhance their confidence in winning! Let children learn mathematics in a confident and successful experience. Success can stimulate people's development. For students with learning difficulties, we should strive to create more opportunities and conditions for them and give them more opportunities for success. Let them feel the joy of success from the little progress and further establish their self-confidence. For example, try to answer some simple and easy questions in class and let them express themselves in front of their classmates. Before the math exam, give them individual counseling, and even some questions can be done in advance, so that they can pass the exam and feel the happiness of success. Students with poor academic performance are not necessarily poor in practical ability, which is obvious when doing math activities. At this time, teachers should affirm them in time, let them realize that "I can do it" and overcome their inferiority complex. Improving students' self-confidence in learning and making everyone successful is the demand of quality education and the unshirkable responsibility of teachers. In order to improve the quality of students and promote their all-round development, I will make greater efforts.