Keywords: students with learning difficulties to stimulate interest, cultivate thinking and autonomous learning
Now we are required to train students not only with solid basic knowledge and skills, but also with the ability of lifelong learning and innovation. Mathematics curriculum standards put forward higher requirements for both teachers and students: teachers should truly understand and adapt to the new role of "organizer, guide and collaborator"; Students should really realize the change of active learning. Our school is a rural middle school, and most of the students come from the nearby countryside. Many parents of students go out to work or run small businesses in order to support their families. Teach children to rely on the elderly or other relatives at home. This kind of intergenerational guardianship dotes more than discipline, which makes students develop bad learning behaviors and habits, which in turn leads to the decline of mathematics scores, loss of confidence in learning mathematics and becoming students with learning difficulties. Therefore, it is particularly urgent and important to cultivate the autonomy of mathematics learning for rural students with learning difficulties. The lack of autonomy in mathematics learning of rural students with learning difficulties is not only a problem for students, but also the responsibility of teachers and parents. There is a causal relationship between students' autonomous learning and teachers' teaching methods. Education cultivates students' ability to learn, not to test; Education makes students think, not remember; Education should awaken students' self-awareness and inner spiritual motivation, cultivate students' autonomous learning ability and promote students' self-development.
First, use flexible teaching means or methods to activate the learning interest of "students with learning difficulties".
Practice has proved that it is easy to cultivate students' inertia and breed abstract and boring feelings by blindly talking about mathematics classes. Most students with learning difficulties are in a state of boredom. They often feel that learning mathematics is boring and boring, and they have no energy to learn it. In order to cope with errands, they gradually lost their motivation to study. According to this psychology, we should change the traditional teaching methods and design a novel teaching process, so as to turn boring mathematics knowledge into a stimulus to stimulate students' desire for knowledge, thus arousing their initiative. A good math teacher should be good at using humorous language, vivid metaphors, interesting examples and unique classroom scenes to stimulate students' interest in learning, improve students' consciousness of learning mathematics, and finally achieve the goal of transforming "students with learning difficulties".
Mathematics is mostly abstract and boring, and students feel dull when they study, which will also affect their interest in learning. In teaching, teachers can try to make the knowledge in books lively and interesting, or let students do it themselves and learn knowledge through games and exercises. Such boring content becomes lively and interesting, thus achieving the ideal effect.
Second, cultivate flexible thinking by combining numbers with shapes.
The essence of mathematics is abstraction. Mathematics teaching visualizes abstract things, understands abstract mathematics knowledge with intuitive images, and cultivates students' thinking flexibility. For example, learning the square formula:
(a+b)(a-b)= aa-bb
We can build an intuitive model by comparing "shape" and "number" to verify the correctness of the formula. But what is the essence of this formula? In this respect, we have constructed an intuitive image model:
Square difference formula: (a+b)(a-b)= aa-bb.
Intuitive mode (□+△)(□-△)=□2-△2
With the help of intuitive mode, students' thinking can be stimulated and the flexibility and creativity of students' thinking can be promoted: the formula is not limited to a certain number and letter. The progress of mathematics and its activities always depends on the help of abstraction to concreteness and the deduction of concreteness to abstraction. Stimulate students to explore and think positively. It can be seen that the combination of numbers and shapes is also an important way to stimulate students to think actively and accurately, and it can also reduce the difficulty of understanding mathematical knowledge.
Thirdly, students should be "teachers" and cultivate their autonomous learning ability.
The learning of the new curriculum reform must change from dependence to autonomy, and the leading role of teachers is to cultivate students' autonomous learning ability. Learning is a psychological movement process within the self. Without the process of teaching, students may learn well; Without the process of learning, you can never learn well. The growth of knowledge is irreplaceable, and wisdom and ability are not portable. Therefore, independence is the core feature of autonomous learning. It is necessary to fundamentally change the poor learning styles of rural students: inattention in class, making small gestures, talking and chatting, not taking the initiative to answer questions, and not having the habit of previewing before class and reviewing after class. Only by returning the class to the students and letting them be the masters of the class, did the author start the teaching method of "teacher on duty". The "teacher on duty" is the practice that students try to be "little teachers" to organize classroom teaching on the basis of full preparation before class;
First, divide the class into several math study groups, with five to six students in each group. Check and accept the homework and preview in groups and give quantitative evaluation. Then present the learning objectives, key points and classroom exercises of this class in the form of learning plans, let the groups compete on stage, and preside over the discussion and analysis of the important and difficult contents of this class, so as to attract all students, learn from them and enjoy them.
Then, the teacher participates in the discussion and analysis as a student, answers the question of "little teacher", leads the discussion to a deeper level and completes the teaching task.
Finally, the teacher supplements the omissions to systematize the knowledge, comments on the performance of the little teacher, summarizes the contents of this section and puts forward the course standard for the next class, so that students can prepare well before the next class. To prepare for class, you should read the teaching materials first. If you don't understand the information, you can also discuss it with your parents, teachers or groups. If you really don't understand it, record and mark it. During the break, we will run for the title of "Little Teacher" in the whole class for the topic, which will be explained by the "Little Teacher" and finally guided by the teacher. This exploration enables students to accumulate basic learning methods, understand general thinking methods and standardize their learning behavior. Let students develop good study habits in teacher-student interaction, student-student interaction, mutual assistance and mutual control; Let students play the main role in the process of experiencing knowledge formation; Let the students who become "little teachers" feel very proud and make rapid progress.
Fourth, design exercises and test questions in layers to give students a chance to experience success.
I arrange two feedbacks in one class. First feedback-try to practice. Found the problem, timely supplement, strengthen the adjustment; The second feedback-class assignments, if defects are found again, can be remedied in class. Carefully design each exercise, aim at it, pay attention to comments on the basis of feedback, help students with learning difficulties make up for their lack of knowledge, let them master what they have learned in practical application, and gradually form skills. When assigning homework, we should pay attention to the degree of difficulty, guide and transform students with learning difficulties, and urge them to finish it seriously. Students with learning difficulties who have done their homework well or made progress in their homework should be praised and encouraged in time; In the examination paper, we should consciously set some easy questions, cultivate their confidence, let them taste the sweetness, let them realize that they can learn well, and put forward specific requirements for them before the exam, and give individual counseling to the weak points of knowledge, which may make some students with learning difficulties get higher scores after hard work, make them feel that they can pick peaches in one jump, and gradually change their sense of success in learning. Cultivate them step by step and encourage them to strive for progress.
The ancients said: "If you don't accumulate steps, you will be thousands of miles away; You can't be a big river without accumulating small streams. "The same is true of learning. There are many reasons why students with learning difficulties do not study well. Practice has proved that teachers pay attention to the above methods in teaching, which is of great help to transform students with learning difficulties and improve the quality of mathematics teaching in a large area. As long as teachers guide and train carefully in actual teaching, our sweat will be rewarded and students with learning difficulties will become ideal good students.
Fifth, write a composition to cultivate students' habit of reflection.
Reflective learning is the highest realm of autonomous learning and an important feature of autonomous learning. Because reflection, as an effective strategy for people to develop themselves, can improve learning efficiency, and reflection is also the best means of error correction. Teachers and students are inseparable from the application of reflective knowledge and skills. Effectively guiding students to reflect on themselves can help students learn to learn, improve their creativity and ensure the success of teaching. Therefore, teachers should reflect on their own teaching more from students' learning; Students should reflect on their own methods and processes from the success or failure of learning. In this process, students are both actors and directors, and they are real masters from beginning to end. Why can't rural students with learning difficulties judge when this happens even if they know that they have shortcomings in their studies? Even if great progress has been made, it is difficult to realize the great joy of success, which is also the reason why students can't keep up with reflective learning. In order to cultivate students' habit of reflective learning, we can try to make students write compositions:
Each student prepares an essay book to record what he has learned, known, thought and thought with the progress of teaching, including preparing essays before class, studying essays in class, summarizing essays after class, and reflecting on essays for each assignment, exercise and exam. Teachers urge students to write compositions through inspection, so that students can understand that the classroom is "I", and that "I" should participate, and the resources recorded in the composition are "I", so we should make use of and explore "I". Writing activities help students learn to learn, make students' learning an inquiry activity and improve their creativity. Let students learn in each class not only as an experience, but through constant reflection, upgrade the experience to an experience, accumulate experience and methods for subsequent learning, and finally reach the highest level of "learning to learn".
It takes a long time to expect flowers to bloom, and the transformation effect of students with natural learning difficulties will not be immediate. This is a long-term job. But as long as we educators put a little more love, patience and tolerance into our own teaching, let them learn to respect in being respected and learn to love in being loved, so as to establish the dignity and self-confidence of being a human being; As long as we think more, practice diligently and explore scientific and reasonable methods and measures that are conducive to the healthy growth of students with learning difficulties, we firmly believe that our students with learning difficulties will become confident and talented students tomorrow under the careful care and care of teachers!