Poor students' self-esteem is very fragile and they can't stand stimulation. They are eager for teachers to be "honest" with themselves, without discrimination, irony, attack or exposing shortcomings. Poor students have a kind of empathy, that is, they are afraid of being left out. Therefore, only with sincere love and equal respect for poor students can a good teacher-student relationship be established. Loving students and harmonious feelings between teachers and students are the ideological basis and premise of transforming poor students. We should project our love for students into their hearts. For example, in math class, when the teacher asks questions, he will cast a trusting and kind look at the poor students, and a kind smile will make waves in their hearts. Only when teachers have "poor students" in their hearts can there be teachers, and the emotional consistency between teachers and students will cause the * * vibration of both sides' information. At this time, students' acceptance ability is the strongest.
Education can not choose students who are suitable for education, but can only choose education that is suitable for students. Self-confidence is the source of success. Students' poor academic performance is influenced by many non-intellectual factors besides congenital mental retardation. Some of them are because their learning potential has not been developed, and the development of learning potential depends largely on whether students' interest in mathematics knowledge is cultivated and developed. Therefore, in my teaching practice, I pay full attention to let the poor students taste the joy of success.
I once taught such a female student. She has always hung a red light in every exam since the lower grade of primary school, so her parents lost confidence in her. The students themselves hold the attitude of mixing until graduation, so they don't do their homework every time. Faced with this situation, I first asked the teacher who taught her in the lower grades to find out about her study in the lower grades and learned that her grades have been very poor. There are many reasons, and the teachers in the lower grades have also encountered the situation that she often does not do her homework. Coupled with the divorce of her parents, she is a woman who has no hope for her and often beats her and scolds her. This student lives in this environment, so it is good to come to school. After knowing the situation, I chatted with this student. First, I told her that your parents praised you as a good boy at home and your neighbors praised you as a good girl who helped others. And tell her that you are a smart boy, all the classmates hope that you can graduate with everyone, and the teacher also hopes that you can start from scratch. She cried at me and said that she must work hard in the future. In the later study process, I often ask her more questions in class. If she makes a little progress, she will praise her and help her make up from the lower grades. Math homework is often approved in person, and she will be instructed to correct it. She also gradually established the confidence to study. In the graduation exam, she scored more than 60 points in mathematics. Her parents and herself are very grateful to me. Until now, her parents and herself have often mentioned me, telling me that she will never forget my primary school teacher, which is also a promotion for me.
From this, I have a deep understanding that if a teacher wants to improve his students' grades and make them respect you, he must make them admire you, accept you and choose you.
Suhomlinski once said, "If children not only know but also realize that teachers and collectives notice and appreciate their advantages, then they will make every effort to become better". In the process of implementing hierarchical teaching, I pay attention to putting forward different levels of requirements for students at different levels, and adopt positive incentive methods to let students see great "Excellence" in their exercise books, or get short comments such as "good method" and "clever calculation", taste their own learning results and feel the joy of success. The joy is beyond words.
2. Let students enjoy learning, be good at learning and never fall behind.
As an educator, how to seize the opportunity and work hard for the revitalization of education and the prosperity of the motherland is a problem that every educator should always think about.
In the teaching practice, I carefully reviewed, analyzed and thought, and tried to find the practical point of the experiment of mathematics classroom teaching reform from the perspective of educational needs and human development, that is, first of all, to change the phenomenon of teachers talking, students listening, teachers asking, students answering, and cramming, because the result is often that teachers are boring and scholars are not interested. In particular, it is necessary to eliminate the disadvantages of time-consuming and ineffective mathematics teaching, because students have lost interest in exploration and experience. So I try to create a learning method that can mobilize students' intrinsic learning motivation in mathematics teaching, and let students take the initiative to step into the track of "being happy to learn" and "being good at learning". In teaching practice, under the premise of facing all students, I actively create a harmonious, relaxed, democratic and equal classroom teaching atmosphere, which embodies the correct view of talents and students. And highly respect students' right to education, respect students' personality, hobbies and innovative spirit. And firmly establish the concept that "every student can become a high-quality talent, and the responsibility of teachers is to turn this possibility into reality". And use the teacher's insight, hearing and intelligence to care for and help every student, so as not to let any student fall behind.
There is a good saying: it is easy to forget what you hear, but you can't remember what you see. Only by doing it can you learn something. For a long time, our education often only pays attention to the inheritance of knowledge, ignoring the cultivation of students' practical ability and practical innovation ability, so that many of our students are helpless when solving practical problems while coping with various exams. Modern education requires creating an environment for students to consciously feel, comprehend and experience in practical activities, and then to become wisdom, and gradually cultivate ideas, methods and abilities to solve practical problems. So in teaching practice, I always try my best to let students master knowledge through hands-on practice.
For example, when teaching new lessons, I always introduce short stories and humor. In classroom teaching activities, if there is an opportunity, I try my best to use modern teaching methods to let students master what they have learned. For example, in the teaching of the surface area and volume of cuboids and cubes, the area of circles and semicircles, the surface area of cylinders and the volume of cylinders and cones, I always let students operate and demonstrate by themselves, so that they can draw conclusions from the surface. This not only mobilizes students' enthusiasm, but also deepens students' understanding and mastery of what they have learned. For example, in teaching, there is a meeting problem: "A and B cars are driving from A to B at the same time. Car A travels 50 kilometers per hour and car B travels 40 kilometers per hour. After arriving at place B, car A immediately returns and meets car B at a distance of 20 kilometers from place B, thus finding out the distance between place A and place B. ". Students feel at a loss when solving this problem, so I asked two students to start from one end of the classroom to the other. One student walks fast and the other student walks slowly. When he reaches the other end of the classroom, he asks the fast student to return immediately, and then he meets the slow student. At this time, I asked the students how many times the distance between the two students is the distance between the two ends of the classroom. How many more roads do fast students walk than slow students? So that students can find the answer quickly: (50+40)×[
20×2÷(50- 40)]÷2= 180 (km).
Third, recognize the differences, implement hierarchical teaching and classify guidance.
Whether it is "student-oriented" or "student-oriented" is the fundamental difference between traditional teaching concepts and modern teaching concepts.
The difference between students in teaching is an objective phenomenon, which is manifested in all aspects of teaching. There are also differences in the performance of students in the teaching process, such as the degree of effort, the speed of response, and the understanding of teaching content. Different students' development level, improvement level and different teaching contents will be different. However, in the actual education and teaching activities, due to the restriction of class teaching system, the differences among students are ignored intentionally or unintentionally, which runs counter to the requirement of quality education to promote the all-round development of all students. Therefore, in classroom teaching, we must start with the differences of students' quality, take individual students as teaching objects, and implement personalized layered teaching.
Combined with the teaching practice of our class, I implemented hierarchical teaching in my class and took the following measures:
1. On the basis of understanding and studying students, according to the characteristics of students' actual academic level or thinking type, the whole class is divided into three levels: low (basic level), medium (ordinary level) and high (advanced level), which are revealed in the form of three groups: A, B and C. The requirements of A level are: "low starting point, small steps, emphasis on foundation and more encouragement".
Grade B, requirements: "slow change, more practice, heavy ability, diligent feedback." Grade C, requirements: "more strengthening, more thinking, more upgrading of expertise, and seeking top-notch."
2. We stratified the teaching objectives. We first determine the teaching objectives that may be suitable for students at all levels. On the one hand, taking the basic requirements of syllabus and textbooks as the basic goal is a same-sex goal that all students must achieve; On this basis, selective development goals are set, which are basically achieved by middle and high-level students, and low-level students do their best. In other words, the teaching goal is "the bottom is not capped". At the same time, students at all levels are encouraged to make continuous efforts to move towards high-level goals after reaching their own goals.
3. Classroom teaching is hierarchical. In classroom teaching, aiming at students of different levels, we comprehensively use classroom teaching and group teaching, teacher guidance and students' self-study, and implement hierarchical and differentiated teaching. For example, in the "divided and combined" teaching, the initial stage of teaching is collective teaching. Teachers grasp the key points and difficulties of in-class training to guide problem-solving methods, help students to clarify the main points, clear their thinking, establish a good cognitive structure, mobilize students' enthusiasm for learning, and participate in learning with a good psychological state. At a certain stage in the teaching process, students are divided into "two or three tracks" according to their level. Some students continue to receive direct teaching from teachers, and some students conduct self-study according to the self-study syllabus provided by teachers. After the two tracks are synchronized, the groups communicate with each other in order to give timely feedback, sort out knowledge and remedy teaching. At the same time, teachers should combine organically and study in groups, and teachers should not relax at all, so they should be regulated in a timely and effective manner.
4. Work stratification. After teaching the new class, teachers design corresponding exercises according to the learning reality of students at different levels. These exercises have the same characteristics and must be done, and selectively improve and expand the questions. Stratified practice, asynchronous guidance, grasping most of the "middle layer" and giving consideration to both advantages and disadvantages. Group C takes "excellent" as "medium" and layer A takes "poor" as guidance to improve the quality of practice. And do it in class, and do multiple-choice questions and expansion questions after class. Let the students who have spare capacity increase food and eat enough. Reduce requirements, reduce workload, and help poor students master learning methods and thinking methods. Math homework should be based on textbooks, not biased, strange and tactical. The amount of questions should be moderate, and students' abilities can be combined to broaden the classroom, not across the board. Pay attention to guiding students to discover the law of solving problems and master learning methods and thinking methods. Mathematics topics are ever-changing, but the laws and types are limited. Guiding students to master the law of solving problems and guiding exercises with the law are the fundamental ways to achieve high quality and reduce the workload of homework.
5. Hierarchical improvement. In the teaching process, we let the students who can successfully reach the standard flow among groups in the same learning cycle, which changes with the development of students' studies, so that students can choose their learning progress according to their own abilities, and their self-confidence is obviously enhanced.
Poor students have poor cognitive premise and poor thinking ability, so according to the different characteristics of teaching materials, teaching methods should be eclectic and flexible. When giving lectures, we should pay attention to the basics, from easy to difficult, try to reduce the learning slope, disperse the difficulties, and give imitation practice opportunities. It is also necessary to strengthen variant training so that students can get timely feedback on their understanding and mastery of knowledge. The teaching speed should be suitable for the acceptance of poor students, and if necessary, slow down the camera. The language of instruction should be as easy to understand as possible. Lively and active. In addition, it is necessary to strengthen intuitive teaching and use visual teaching AIDS as much as possible. Teachers should mainly ask questions, guide and check and evaluate poor students in classroom teaching. When evaluating, we should pay special attention to the progress and bright spots of poor students, encourage them in time, patiently motivate them to make progress and enhance their confidence in learning.