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The present situation of students with learning difficulties and its transformation measures
For many math teachers, there are not only gifted students but also students with learning difficulties in teaching. They often lack self-confidence, learn passively and lack the ability of independent thinking and research. So how do we transform these students?

First, stimulate "students with learning difficulties" interest in learning. As math teachers, we should protect the learning interest of students with learning difficulties. When designing math homework, we must pay attention to the difficulty and don't let them do homework that they can't finish.

Teaching without emotion is a failure. Teachers should care about every student with learning difficulties, always standardize their teaching behavior from language, manners and actions, give them more appreciative eyes, a warm encouragement and a hint of support, so that they can feel the care and trust of teachers and actively study mathematics.

At the same time, teachers should establish an evaluation mechanism that can motivate students with learning difficulties. In the evaluation, we should not only pay attention to the results of learning, but also pay attention to the learning process and the individual thinking, change and development of students with learning difficulties, reduce the horizontal comparison between students and actively advocate the vertical comparison of students with learning difficulties. Teachers should always make use of every opportunity to create opportunities for students with learning difficulties. For example, in classroom teaching, students with learning difficulties should be affirmed and praised for their slight progress in answering teachers' questions, performing on the blackboard, and learning and discussing questions, so that they can experience the joy of success in time.

Secondly, cooperative autonomous learning creates a good atmosphere for students with learning difficulties. In class, students form a "four-person discussion" study group. After the discussion, students with learning difficulties should speak on behalf of the group, and praise and encourage them regardless of whether the answers are correct or not. Carry out "one-on-one" pairing activities, select those students who have excellent academic performance and are willing to help others, and be "little teachers" for students with learning difficulties. The little teacher is responsible for giving them necessary guidance, checking homework, helping to correct mistakes and improve their learning ability.

For example, in the teaching of "multi-digit reading method", asking some students with poor hearing first is actually to let the "little teacher" know clearly how much he should help. After the teacher arranges a group discussion, the "little teacher" first explains the requirements to the students with learning difficulties, and then helps the students with learning difficulties to discuss with everyone. Group members should always pay attention to students with learning difficulties and discuss with body language combined with physical demonstrations. When discussing, we should help students with learning difficulties to deal with every discussion problem, remind them of what to discuss and pay attention to what others say. When students with learning difficulties don't understand, the "little teacher" should explain it in time. When practicing, the "little teacher" should be responsible for checking and correcting in time, so that students with learning difficulties can gradually realize the purpose of learning activities and master learning methods. I also set up a "Struggler's Footprint" column in the learning garden to show the math homework and test papers of those students with learning difficulties who have made rapid progress.

Finally, the main problems existing in strengthening the learning methods of "students with learning difficulties" are: insufficient understanding of concepts, poor mastery of basic skills and weak thinking and analysis ability. In view of these problems, teachers should inspire and guide them in time to help them thoroughly understand concepts, master basic skills and improve their comprehensive mathematics ability.

One is to guide students with learning difficulties to develop the habit of reading math books, including several aspects:

Pay attention to the preview of students with learning difficulties. Teachers arrange the preview outline before preview, so that students with learning difficulties can read with the outline and enhance the purpose of preview. When reading, you should think about ideas and mark doubts.

Classroom reading guidance. Students with learning difficulties are required to read textbooks intensively and combine reading with practice. The content of reading has the definition of reading, so we should grasp the key words, find out the conditions in the definition, and compare with the adjacent concepts, so as to grasp the essence of the concept; Read the formula. Grasping the structural characteristics of the formula and distinguishing the conditions for the establishment of the formula, we should not only consider the forward application of the formula, but also pay attention to the reverse application and variant application of the formula, and also consider the expression meaning of the letters in the formula; Look at the solving process of an example. It is necessary to understand the thinking process of solving problems and the infiltration of mathematical thinking methods and unique solutions through the solving process of examples.

Re-reading after class requires students with learning difficulties to read textbooks extensively and combine reading with thinking. Through repeated reading, difficult problems are solved, and mathematical knowledge is further summarized and combed to form a systematic system, which is convenient for students with learning difficulties to digest and absorb.

The second is to guide students with learning difficulties to accumulate mathematics "knowledge points" diligently. Students with learning difficulties should sum up in time after learning a unit, sort out and accumulate some mathematical knowledge, and lay a foundation for solving mathematical problems in the future.

In teaching, if teachers can reasonably use transformation strategies and fully mobilize the positive factors of "students with learning difficulties", they can learn to use mathematics knowledge to solve problems in life.

(The author is Xinmin Primary School, Li Le Street, Jianghai District, Jiangmen City, Guangdong Province)

China Teachers' Newspaper 5th Edition June 65438+1October 65438+April 2020.

Author: District Shuming