In junior high school mathematics teaching, we often meet such students: lack of independence, no self-confidence, no goal in learning, study hard, or simply give up learning and give up on yourself. Over time, they got tired of studying and then gave up. This is what we often say about poor students. It is precisely because of the lack of initiative in learning that the intellectual development of poor students is seriously affected and their learning progress is hindered. Therefore, it is of great significance to pay attention to the transformation of poor students to improve junior high school mathematics teaching in a large area.

The formation of poor students in junior high school mathematics is mainly manifested in the following aspects:

1, poor students have poor self-learning ability: they can't find the key and difficult points of the question, can't answer the question correctly according to the description in the textbook, can't tell what they have mastered, can't find the problem, can't use the relevant knowledge they have learned to solve the problem, read passively, read slowly and easily disturbed by the outside world, and have poor consciousness.

2. Basic concepts and theorems are vague: concepts, formulas and theorems cannot be reproduced in mathematical language. Without reading textbooks, it is impossible to explain the system of concepts, and concepts cannot be linked. For example: axisymmetric and axisymmetric graphics, they can't tell which concept is to discuss the position and shape relationship between the two graphics and which graphic is to discuss the special shape of the graphics itself; At the same time, they don't understand the symmetry of graphics.

3. Lack of enthusiasm for solving problems in the classroom: In the classroom, teachers are indifferent to the assigned problems and exercises and do nothing. There are no process steps to solve the problem, or the logic is unclear. They lack the motivation to think positively, refuse to use their brains, and are always careless and avoid answering.

4. The exercises and homework assigned by the teacher can't be completed independently, and they don't want to find out what they have learned, cope with errands, find ways to solve problems when they encounter difficulties, copy things, don't explain the basis for solving problems, don't tell what knowledge points are used in these homework, and don't want to delve into them. When solving problems, there is no logic in the process of solving problems without following certain steps. You can't use theorems and formulas correctly and flexibly, or apply them mechanically, and you can't evaluate homework or test papers correctly.

5, do not pay attention to the exam, lack of competition awareness. Do not review carefully before the exam, cope with carelessness, lack confidence in the exam, and "improvise" in the examination room.

Here I talk about my views on the transformation of poor students with my own experience:

First of all, we should pay attention to cultivating poor students' interest in mathematics learning and stimulating their enthusiasm for learning in teaching, which is the premise of changing poor students' learning attitude.

Mathematics is a scientific, rigorous and abstract subject.

Because of its abstraction, it is the main reason for the formation of poor students. Therefore, when teaching, we should strengthen the intuition of teaching. Through intuition, students can understand the concept and essence of mathematics and establish a mathematical model of what they have learned in their brains. For example, when talking about "the sum of any two sides of a triangle is greater than the third side", you can ask which groups of wires can form a triangle, and what is the relationship between the three wires that students can form a triangle themselves. Leading to the above properties. Therefore, strengthening intuitive teaching can attract the attention of poor students.

2. The artistic application of teaching language should be strengthened to make teaching lively and interesting.

In classroom teaching, teachers should not only observe the learning mood of the whole class at any time, but also pay special attention to the learning mood of poor students, who are often absent-minded and inattentive in class. They turn a deaf ear to the teacher's lectures in boring language and are not interested in mathematics knowledge. At this time, teachers should properly use artistic teaching language, enliven the classroom atmosphere, and guide each student to enter a positive thinking state, so as to achieve the teaching purpose.

3. Pay attention to emotional education.

Although he is a poor student, he is full of emotions. They need teachers to give them more care and love, and they need their encouragement and affirmation. Teachers should seize every bright spot in students and praise them in time. As long as the poor students accept the teacher, they will be motivated to learn independently. Therefore, in actual teaching, it is far from enough for teachers to pay attention to their image in front of students, and it is more important to pay attention to emotional education for poor students. We should fully affirm the advantages of poor students, affirm their slight progress, and urge them to study actively.

4. Teach the poor students in the second class.

Carry out the second classroom teaching activities for poor students, set up learning interest groups, stimulate poor students' interest in learning, and encourage them to make progress.

Second, cultivating students' good habit of consciously learning, imparting correct learning methods and improving their ability to solve problems are the key to solving poor students' learning problems.

1, most poor students are passive and dependent. They often memorize mathematical concepts, formulas, theorems and rules by rote. When they encounter problems, they don't want to use their brains, ask the teacher directly, or even throw them aside. Teachers should pay attention to the application of heuristic teaching methods when answering questions, guide them to analyze problems and gradually let them use their brains to answer questions. It is necessary to correct the mistakes they analyzed and solved at any time, and gradually cultivate their habit of completing their homework independently.

2. When assigning homework, teachers should treat poor students with lower requirements, and the difficulty of homework should be close to the actual learning level of students. We should pay attention to strengthening the guidance and transformation of poor students, adopt the method of gradual guidance and patient counseling according to the principle of step by step, and make up lessons bit by bit from the starting point so as to gradually improve them. For the assigned homework, we should urge them to finish it carefully, and give timely praise and encouragement to the poor students who have done their homework better or made progress in their homework.

3. Poor students should not only be cared for, cared for and patiently and meticulously counseled, but also be combined with strict requirements. Poor students are often caused by many reasons. Some are because they are weak in learning will and lazy in life; Sometimes I have to copy my homework because I am often distracted and absent-minded in class. The content of this lesson is not mastered, and the content in the future can't be understood, which leads to a vicious circle of plagiarism. Therefore, teachers should pay special attention to poor students' homework completion, put forward strict requirements for them in the teaching process, and urge them to study hard.

Third, pass the exam carefully and pay attention to cultivating the self-confidence and self-esteem of poor students, which is a powerful weapon to motivate students to learn.

In the exam, we should consciously ask some easy questions, cultivate their confidence, let them taste the sweetness, and let them realize that they can learn well. Clear and specific requirements should be put forward for students before the exam, and individual counseling should be given to the weak points of poor knowledge. This will also give some poor students a chance to get higher scores through hard work, give them a sense of accomplishment, gradually change their inferiority complex in learning, and cultivate their self-confidence and self-esteem. For individual poor students, you can take separate examination papers. In short, teachers should find ways to motivate them to work hard and strive for progress, so as to achieve the goal of transforming poor students.

Practice has proved that paying attention to the above methods in teaching is of great help to improve the grades of poor students and improve the quality of mathematics teaching in a large area.

The ancients said, "You can't reach a thousand miles without accumulating steps, and you can't become a river without accumulating steps." The same is true of study. The reason why poor students don't study well is that they don't study step by step. They lose a little mathematical concept today and a theorem and formula tomorrow, so they can't keep up, they are more and more tired of learning, and their grades are getting worse. But as long as teachers carefully guide and train in actual teaching, poor students can be transformed into top students step by step.