(1) An important factor that leads to poor mathematics learning is the inadaptability of students' thinking structure and knowledge structure. These forms of maladjustment are closely related to the foundation laid by previous studies and are the result of accumulated knowledge defects. \ x0D \ ③ Passive learning of mathematics. Pure science subjects need to actively participate in thinking and application. But most students study passively and are used to listening to teachers. When doing problems, they are used to thinking that completing problems means completing learning tasks, and they lack the ability of active thinking. Most mathematics knowledge can be said to belong to teachers and textbooks. Poor mathematics learning is mainly related to basic knowledge, learning time, learning strategies, learning motivation and interest, and teachers' teaching methods. (1) lacks interest in learning mathematics and has a weak will to learn. Students with mathematical learning difficulties generally lack interest in learning mathematical knowledge and have a low thirst for knowledge, especially for learning some abstract concepts and theorems. When some students encounter a lot of calculations, complicated calculation steps, or a failed attempt, or even a difficult problem or a long topic, they feel afraid of difficulties and lack the strong will and confidence to overcome difficulties and overcome themselves, which makes them afraid of math learning and lose the perseverance and courage to break through obstacles. Some students have weak self-control, are usually playful, can't stand the temptation, and can't control themselves to stick to their studies. Once your grades drop, you will have the idea of giving up on yourself. (2) The textbook knowledge is not well connected. The basic knowledge of students has the most significant influence on the existing academic performance, which is manifested in the connection of textbook knowledge, and the knowledge learned in front is often the basis for later learning; Therefore, if students can't meet the requirements of previous knowledge and can't master knowledge in time, it will lead to weak links in the process of continuous learning. In the process of learning mathematics, students can't master the basic knowledge well, and if they don't check and fill in the gaps and connect in time, the old and new knowledge will be broken and students will learn mathematics on the basis of "castles in the air". In the long run, knowledge will not form a complete network, resulting in the disconnection of basic knowledge. Can't keep up with the process of collective learning. (3) Improper use of learning methods and strategies. Learning methods and strategies are another factor that affects academic performance. Middle school students are in adolescence, and their learning autonomy is poor. They often attend classes and finish their homework after class. They don't form pre-class preparation and after-class review, but try to find the best solution, sum up, summarize, popularize and extend after solving the problem. They don't pay attention to the understanding of mathematics. It emphasizes the memory of definitions, formulas and theorems in textbooks, and is not good at comparing what is learned. They are not good at induction and have not formed a complete learning operation system. Students are not freed from the mechanical rote learning method taught by junior high school students, and can't adapt to the learning of mathematics in senior high school, which finally seriously affects the quantity and quality of knowledge intake and gradually forms a situation that lags behind the academic development of mathematics in senior three. (4) exam obstacles. Students who are not good at math often fail to perform well in math exams. This psychological obstacle is generally manifested in the exam: ① fear makes the exam too late to end; (2) Psychological anxiety leads to sloppy examination of questions, various mistakes in examination of questions, and even omission of doing questions; (3) because the last question can't be done, I'm still thinking about the last question in my mind, which leads to simple calculation errors; 4 I can't handle "not the plenary session" and "completely ignorant". Therefore, for a certain topic, you didn't do what you understood and mastered, which led to the loss of points for the whole topic. Examination obstacles seriously affect students' normal mathematics level, so that students can not get satisfactory mathematics results. Over time, they will have an aversion to math learning. (5) Teachers' improper teaching methods. Due to the influence of exam-oriented education, there are still the following situations in mathematics teaching to varying degrees: ① Instilling is prevalent in teaching methods, ignoring the learning of students and the learning of knowledge bifurcation. Teachers talk more, students practice less, teachers finally arrange teaching, students listen quietly, thinking completely passive, lack of active participation in active thinking, ignoring the formation of knowledge, so that some students who have a one-sided understanding of knowledge and cannot correct it in time gradually cause poor mathematics. ② Too much or too little homework, students' homework plagiarism is serious, and the effectiveness of homework is extremely low. Students generally regard homework as a "task". Therefore, students regard homework as a task instead of testing their own level, and at the same time lose interest in research. [6] Due to unexpected events, very few students are affected by some unexpected events, such as failure to repeat the college entrance examination, puppy love, parents' divorce and illness. Sudden events interrupt their study, causing heavy mental injury, leading to students' sudden learning difficulties, if not solved in time. They will lose confidence and their grades will plummet. We all hope that students can learn well, learn easily and get high marks in the exam. This is entirely possible. The key is to prescribe the right medicine for students' various problems, thoroughly clarify the characteristics and ideas of mathematics, teach students, encourage and guide them. Solve their problems one by one from the perspective of thinking, the origin of mathematics, psychology and physiological memory. "If you win math, you win the college entrance examination" has become a kind of knowledge for many students. For students who are not good at math, they are "willing to do things beyond their power" or have no will at all (give up completely). Students who think they are not good at math can be roughly divided into two types: (1) backward type. In the past, their purpose of learning mathematics was not clear and their learning attitude was not correct enough, which led to some theorems and. Learning efficiency is not high, the error rate increases, and adjustment is not paid attention to. Over time, they have a negative and tired psychology about mathematics learning. (2) Inferiority type. Some students feel that they are inferior to others everywhere because of poor intelligence or improper learning methods, forming a serious sense of loss. Over time, they think they are stupid and not the material for learning mathematics. It can be seen that most students with mathematics learning difficulties have been tortured by mathematics and have no confidence. Countermeasures: The most important thing is to rebuild their confidence in mathematics, light the lamp of hope for them, and then guide them to find the essence of mathematics. Mathematics is a pure scientific discipline, which pays attention to rigorous logic and interlocking mathematical phenomena. What is needed is the guidance of thinking, not irrigation and spoon-feeding teaching. In mathematics teaching, we should emphasize the understanding of mathematics knowledge and the combination of understanding and application, instead of making students "familiar" with the text and then taking "application" as the topic. Students can achieve the purpose of understanding through continuous "application", but time and energy are limited after all. We believe that understanding and application should be combined with each other, go hand in hand and confirm each other. We can get twice the result with half the effort. (1) Build confidence in mathematics. Many teachers will subconsciously say "they don't know anything" when facing students with poor grades. Then students will not understand, and then lose confidence in themselves and their teachers: "What you said has nothing to do with us, you can't understand anyway." Senior three, I'm on my own. Some people think that you will all go to high school. First of all, we must be clear about our goals. The purpose of the college entrance examination is not to Tsinghua Peking University, but to try to get satisfactory results in the mathematics study of senior three, so as to ensure that there will be a university in the end. This is the foundation of the efforts of senior three students now. We must believe that the lower the grades, the greater the room for progress. So we must rebuild our confidence in learning math well. Choose exercises that suit your level. The new mathematics curriculum standard advocates: let every student develop in mathematics and everyone learn his own mathematics. Those with poor grades should grasp the foundation first. Therefore, in the review process, we should honestly start from the first book, gradually trace back our own mathematical concepts and re-accumulate our own mathematical foundation. Actually, it doesn't take much effort. After all, in the third year of high school, I should have learned the whole mathematics and done a lot of exercises. It is not very strange to review again, so it is hard to review independently, but the effect can be immediate. In the choice of exercises, we should stick to textbooks, on the one hand, grasp the foundation, on the other hand, reduce the difficulty and increase our self-confidence, so as to realize the gradual process. (3) Pay attention to learning methods and cultivate study habits. Many students don't want to learn. But you can't learn. So learning methods are also very important. For example, focus on key points, take notes, and sort out wrong questions. It's all methods. The higher method is to pay attention to the infiltration of mathematical thinking methods, and we can't give up the cultivation of mathematical thinking methods because of the weak foundation. For example, induction and deduction and analogy association will help students sort out what they have learned and make them feel the systematicness of mathematics. If the review is stagnant, in most cases, it is not that students don't want to go on, but that everyone has lost their way. Therefore, we should reflect on and summarize the mistakes made by students and always confirm our confidence and ambition. As long as the teacher guides them properly, students are willing to learn and learn well. Even if their math scores are not ideal, they can change their learning situation in mathematics and greatly improve their math scores.