As teachers, we must have a correct understanding of "poor students". The "poverty" of "poor students" is temporary, and it is precisely because their current academic performance is not ideal that they need the help of teachers more. What's more, the "poor students" in one school may be excellent students or even top students in another school. Turning "poor students" into excellent students is the greatest embodiment of a teacher's life value, and it is also a key step that must be taken to improve the teaching quality in a large area. The following are my views on my experience and knowledge:
First, clarify the subject characteristics of mathematics and tell the "poor students" a concrete and operable learning method. At the same time, guide him to make up the most critical knowledge in a short time, so that he can roughly keep up with the current progress.
You can't just talk about reviewing, attending classes, doing homework and asking the teacher. In the face of the "poor student" who didn't learn math well, what we should especially point out is the root cause of his poor performance in this subject? Some commonly used formulas and concepts are not remembered, some important basic problem-solving methods are not skillfully used, or some key knowledge of junior high school is not fully understood. If one place is unclear, it may cause learning difficulties. If several places are unclear, it may become a "poor student". After finding the right knowledge, fill the key knowledge first. When making up lessons, students should be helped to learn to study by themselves one by one, that is, to find the corresponding knowledge and study it by themselves, and to ask the teacher if they don't understand anything. At this time, in order to give students confidence, teachers should make corresponding cooperation in teaching. For example, knowing that these "poor students" have made up some knowledge points, it is necessary to conduct a simple phased test on these knowledge points appropriately, so that they can also taste the joy of passing and getting high marks. Secretly, step by step to prove that he has kept up with the teacher's teaching progress. As the saying goes, "success is the mother of success", and the joy of success can stimulate the progress of "poor students" more than the lessons of failure. At the same time, we must emphasize the cultivation of the habit of doing problems in counseling. Practice has proved that the reason for poor students' math problems lies not only in their poor grasp of relevant knowledge points, but also in their incorrect habit of doing problems and their ignorance of how to transform known conditions. For example, look at the topic carefully and patiently, then find the connection between the known and the unknown, and finally establish the unknown equation. Almost all "poor students" have not mastered these basic habits of doing problems. Knowledge points should be combined with the habit of doing problems, which is the secret of the transformation of "poor students"
Tell the "poor students" clearly: as long as you follow the teacher's method, you will make obvious progress in a short time, such as three weeks or a month.
In order to have a corresponding exam, the improvement of test scores is the main sign of learning progress (at least "poor students" think so). Don't put the time limit of verification progress above three months, so "poor students" will feel too long. After the exam, we should analyze the causes of the mistakes with the "poor students" in time, and analyze whether it is a problem of knowledge points or habits.
Third, give "poor students" more opportunities to perform in class: let them "talk about topics". Enlighten and guide them to analyze the meaning of every sentence in the topic and tell the solution to the problem. Start with "talking about the topic" and uncover the mystery of the test questions.
The teacher said that a good class is the premise of a good class. Similarly, encouraging students with poor academic performance to talk about topics is the most effective way to improve their grades in the short term. This is not only beneficial to "poor students", but also beneficial to almost all students. "Poor students" have poor test scores and most of them can't think. They don't know where to start to solve the problem. Sometimes I can write two steps, but I still want to be partial and didn't score. After the exam, the teacher said that most of them had an epiphany. "oh! I see! " But most of them just stay on this exclamation, thinking that they will understand if they understand. In fact, if you ask him to explain the idea of the problem and the writing of the mathematical equation at once, he may be incomplete at once. Every few days during the exam, I will ask him to do this problem again. He is deja vu, but he can't. This is the phenomenon of "poor students" making mistakes again and again. The biggest function of "talking about topics" is to fully show students' thinking and expose their own shortcomings. Teachers can give on-site guidance and help, which is good for the whole class. When you talk about a topic in class, one person talks about it, everyone is listening, and others can learn from it or open their minds. If you ask questions continuously, it will be more organized and concise to see who says it, and there will be an atmosphere of competition. After all, this is thinking from the perspective of students. If it is correct, it will be more easily accepted by students. If it is not correct, it can be corrected on the spot to solve the thinking obstacles of a large number of students. At the beginning, "poor students" may use "no" as an excuse to avoid "talking about topics" At this time, the teacher must not let him sit down, otherwise he will never get out of the strange circle of "poor students" He said no, it was inferiority. In fact, he can say something, but he has been shrouded in the invisible shadow of "poor students" and is not confident about it. At this time, you can change the way: answer questions on the topic. On the spot, the teacher guided him to answer the most critical part of the topic, and broke a topic into several small questions, so that he could answer them one by one and let other students judge (this also put forward higher requirements for students who have already studied: to be a referee, even if they have studied, they will be interested in listening). Doing so may waste more classroom time, but it is worthwhile to gain the courage of "poor students" and get rid of the joy of inferiority. I'm afraid half of the success of Wei Shusheng, a national special-grade teacher and educator, is due to this. Although he did not explicitly put forward the term "subject", he did do similar work and made incredible achievements in the transformation of "poor students".