At school, almost every class has special students. They play and do the same things as other children, but when they encounter learning problems, they will be different from their classmates. They lack discrimination, such as carelessness, but in fact they can't observe subtle features or changes. Some children are always very simple to express, but complex expressions seem to be incomprehensible and need to be listened to several times to understand. Their thinking ability is poor, they will be confused when they encounter logical relations, and the concept of numbers is difficult to learn. They lack patience, can't persist and won't try to overcome difficulties.

Teacher Wang Xiaochun wrote in the Handbook of Diagnosis and Treatment for Problem Students: "Partial subjects in primary schools can be seen from kindergartens. Some children learn nursery rhymes easily, with fluent language and strong expressive ability, but it is difficult to count and calculate, and they can't remember how tweezers are broken. I'm afraid this kind of child will become a material for learning liberal arts when he grows up, and it is difficult for him to learn mathematics and physics well. Some children are tongue-tied, unable to recite children's songs and have difficulty in literacy. However, when it comes to counting and doing arithmetic, they become emotional and can easily solve problems. The child grew up learning science materials, so he has little hope of becoming a writer.

"This preference is innate and related to genetic inheritance. If you don't believe me, ask, and one or more parents will tell you,' I was like this when I was a child.' Of course, this can't be completely attributed to heredity, because parents' learning tendency and knowledge structure may be biased towards one aspect, which will also have a subtle influence on children.

"My experience is that it is difficult for such students to completely overcome his partiality. It is almost impossible for him to be interested in subjects he has always disliked. That is equivalent to driving ducks to the shelves, which goes against the essence of things and is extremely unwise. Therefore, for the phenomenon of primary school bias, parents and teachers must give up the illusion that' people will conquer nature' and adjust their expectations to a suitable place, otherwise it will only make children mentally ill, and even make teachers and parents mentally ill. " It would be wrong to simply say that the children with primary partiality caused by intellectual structure are disruptive or stupid. How can parents meet such children? We believe that parents should try their best to make up for the loss when their children go to primary school. Children may not be perfect intellectually, but at least they won't get worse.

Many children's unbalanced intellectual development is temporary, and many people can completely change it through education. Therefore, parents must have confidence that their children will make faster progress.

Methods: For children who are difficult to learn to count and recite, it is important to clarify the logical relationship.

6-year-old children, the difficulty of learning mathematics has a lot to do with abstract thinking ability.

Give a very simple example: Please follow me and think about "an apple". What are you thinking about? An apple is red or yellow. Maybe it was bitten. Maybe it is still hanging on the branch.

Ok, think "1" with me next. What are you thinking about? Who can describe exactly what "1" is? Everyone must have different answers, and more people find it difficult to describe what "1" is-this feeling of "1" is abstract. When we teach this concept to a 6-year-old child, some of these children will find it difficult to understand, and they lack this abstract thinking ability. This lack of imagination has seriously affected their study of mathematics.

What should parents do at this time? You can use another child's ability-image memory, which is the imagination of "an apple". When a child doesn't know how to imagine because 5+8 equals a certain number, you can visualize the number first and say to the child, "Five strawberries plus eight strawberries, one * * *, how many strawberries are there?" This description will be easy for children to understand. Let children relate math problems to concrete things. After proficiency, the abstract thinking ability will be refined by the child's brain, and this refinement may be at a certain moment, such as a flash of light, but no one knows when this moment is.

Entering the learning stage of application problems, children can draw every sentence of application problems on paper and turn it into a picture they can understand to help them understand. In addition, if children have no memory problems, they can recite some mental arithmetic answers to help them solve the problem of slow problem. When some children need to turn a corner in the addition and subtraction of two digits, their thinking will have problems. If he can remember the answers to some common questions, it will make him solve the problems faster. Coupled with the help of image thinking, children will make progress than now.

Therefore, when children's mathematical ability is insufficient, first, children can be guided by their original understanding; Second, parents need to wait for their children's "enlightenment" and be more patient.

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? Replacing abstract thinking with visual object thinking is very practical when the number is small, and it will be more difficult for children to use it when the number is large. It is suggested that parents should start this kind of imagination training for their children as early as possible, which is helpful to the formation of their abstract thinking ability. A small number of children need to wave things with their hands to understand the concept of numbers. Therefore, when children can't imagine it, it is also a good way to improve their understanding ability through physical training. It is also a good way for children who lack abstract thinking ability but have strong hands-on ability. Some children need to break their fingers to do math problems, which can help them break off and solve the immediate problem of completing their homework. I believe that children will not be like this forever.

? It is also an exercise for children to raise the question of logical relationship in life. For example, ask a child, "There are four seasons in a year, and everyone has to wear different shoes. How many pairs of shoes should a mother prepare at least? " Parents will definitely ask, "Does this have anything to do with learning math?" Very important! There is such a question on a test paper in the first grade of primary school: "Three teachers take students to the zoo, 2 1 boys, 23 girls. A * * *, how many tickets should I buy? " The vast majority of children didn't get grades because the number of teachers was not added to the calculation. In fact, mathematics is everywhere in life. If parents use it, their children's intelligence will be inspired.

—— Selected from Wang Xiaochun: 160 The solution to the learning method problem —— Partial subjects.