In practical teaching, teachers should not only pay attention to their own image among students, but also attach importance to emotional education for underachievers. Fully affirm the advantages of underachievers, their slight progress, and urge them to study actively. The basic idea of mathematics curriculum standard is "everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people get different development in mathematics." This requires that mathematics teaching must be oriented to all students and improve their ability level in an all-round way. Key words: junior high school mathematics, underachievers, the causes of mathematics underachievers are various, including family, intelligence, non-intelligence, congenital and acquired, but most of them are acquired. They lack independence, self-confidence and goals. Over time, they hate it first and then give up. In order to cope with the exam, they have to bear a heavy burden, bite the bullet and go to school, cram for help and give up on themselves. It is precisely because of their lack of initiative in learning that their intellectual development is seriously affected and their progress in learning is hindered. Therefore, it is of great significance to pay attention to the transformation of underachievers to improve junior high school mathematics teaching in a large area. First, the reasons for the formation of junior high school mathematics underachievers First of all, students are weak in will, emotion and consciousness. Will is a psychological activity to overcome difficulties to achieve the purpose of learning, and it is an important embodiment of learning initiative. Second, lack of self-confidence. Indifferent to the questions raised by the teacher or the exercises assigned in class, as if nothing had happened. There are no steps in the process of solving problems, or only know but don't know why. They lack the motivation to think positively, the initiative, ambition and motivation to learn, and they don't seriously study the problems they don't understand, even if they die, they just copy them. Third, lack of sense of responsibility. When solving problems, we don't follow certain steps, the process and logic of solving problems, we can't use theorems and formulas correctly and flexibly, and we can't cope with homework exercises. Do not pay attention to the exam, lack of competition awareness. Fourth, students' self-study ability and foundation are poor. You can't study and analyze the textbook seriously and actively, you can't summarize the knowledge structure and formation process of the textbook, you can't find out the key and difficult points of the problem, you can't tell what you have mastered clearly, and you can't ask questions at the same time. You can't use what you have learned, let alone solve practical problems with what you have learned. Mastering knowledge and skills is not systematic, and a good mathematical cognitive structure is not formed, which can not provide the necessary cognitive basis for continuous learning. If students can't meet the requirements of what they have learned before, and can't master knowledge and form skills in time, it will cause weak links in the process of continuous learning and can't keep up with the process of collective learning, leading to learning differentiation. Fifth, lack of interest in learning mathematics. Interest is the best teacher, and interest in learning is an important driving force for learning activities. Second, pay attention to cultivating the interest of underachievers in learning mathematics. First of all, mathematics is a scientific, rigorous and abstract subject. Therefore, in teaching, like physics and chemistry, we should strengthen the intuition of teaching and let students understand the essence of concepts through intuition. 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 underachievers. Secondly, strengthen the artistic application of teaching language 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 the underachievers. Underachievers are often absent-minded and inattentive in class. They turned a deaf ear to the teacher's boring lecture language and were 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. Finally, pay attention to emotional education. Students are rich in emotions and need teachers to care more and love them more. When they get grades, they need teachers' encouragement and affirmation, and teachers should praise them in time to arouse their enthusiasm for learning, so as to achieve the goal of autonomous learning. Therefore, in actual teaching, teachers should not only pay attention to their own image, but also pay attention to emotional education, fully affirm their advantages, affirm their slight progress, and urge them to study actively. Third, develop good study habits. The transformation of underachievers is mainly the cultivation of habits and the improvement of ability. In the teaching process, teachers should combine the original learning foundation of underachievers, gradually improve their learning ability and correct their bad habits. Educator Bloom has done research. He thinks that most students are similar in intelligence, and the gap is very small. They can all learn well. As far as mathematics is concerned, many underachievers don't have good study habits. They don't know how to study. They just memorize some theorems and formulas and can't apply them flexibly. Ask the teacher or classmates when you encounter problems, and you don't know how to think. In teaching, I pay attention to asking students to preview and learn by themselves, paying attention to the formation process, structure and connection of knowledge in learning, summarizing and looking for the law of learning, and cultivating students' good habits of conscious learning. When answering questions, teachers should pay attention to inspiration and guidance, let them use their own brains, guide them to analyze and answer questions, and don't give them ready-made answers. They should always correct their mistakes in analysis and answer, and gradually cultivate their ability to think consciously. In a word, the transformation of underachievers is a long-term and arduous task, which requires teachers to have enough love, patience and flexible teaching methods, and teachers to make unremitting efforts and explorations for a long time. As long as all educators constantly emancipate their minds, raise their awareness and put their awareness into action, the transformation of underachievers will certainly be done well.