Generally speaking, underachievers are emotional, sensitive, careless and cynical, but there is a "fire" in their hearts that requires progress. They all have a kind of empathy that is afraid of being left out. If teachers always think that they are "dead wood cannot be carved", they will be left out in the cold, sarcastic, sarcastic and discriminatory, and let themselves go. In the end, it will only be "broken pots and broken falls", and mathematics subjects will surely become their "disgusting subjects". Therefore, teachers should have love, love them, respect them, care for them, love them, praise them and encourage them. If we get together and chat with them in our spare time, teachers can not only solve their problems and doubts, but also talk with them about their ideals, life, family affairs and state affairs, so that they can exchange ideas and harmonious feelings with students in their daily contact without any trace of education. Only when teachers sincerely accept them, let them accept teachers and accept math classes, can we arouse the enthusiasm of underachievers.
Second, cultivate students' good habit of consciously learning and improve their problem-solving ability.
When assigning homework, teachers should pay attention to the difficulty of homework, strengthen the guidance and transformation of underachievers, and urge them to finish the assigned homework seriously. Underachievers who have done their homework well or made progress in their homework should be praised and encouraged in time. Teachers should pay attention to overcoming impatience (such as increasing the amount of homework for underachievers), reducing the requirements for underachievers, adopting the principle of step by step, inculcating methods, patiently tutoring, and making up lessons bit by bit from the starting point, so that they can gradually improve.
Most underachievers are passive and dependent. Often memorize mathematical concepts, formulas, theorems and rules, unwilling to use their brains, ask the teacher whenever they encounter problems, or even throw them aside; When answering questions, teachers should pay attention to the application of heuristic teaching, gradually let them use their brains and guide them to analyze and answer questions. Don't give them ready-made answers, and gradually cultivate their habit of finishing their homework independently.
We should educate underachievers from a dialectical point of view. We should not only care about them, guide them patiently and meticulously, but also be strict with them. A very important reason why many underachievers become underachievers is that they are not strong in learning will, lazy in life, late for class or skipping classes, their homework is not completed or copied in time, and there is no preview or review at all. Therefore, teachers should pay special attention to the homework completion of underachievers, put forward strict requirements for them in the teaching process, and urge them to study hard.
Third, pay attention to cultivate the learning interest of underachievers and stimulate their learning enthusiasm.
Underachievers in mathematics mainly lack interest in learning mathematics. Their math foundation is very poor. They always feel that mathematics is complicated and afraid of it. They always feel that mathematics is boring and out of touch with reality. They always think that physical chemistry is not directly useful and they are not interested in mathematics. Therefore, teachers should change their one-sided understanding and pay attention to the simplicity and liveliness of the language in their lectures. In addition, they should strengthen intuitive teaching to strengthen mathematics. For example, when talking about the triangle interior angle theorem, let students draw a triangle at will, use three colors to represent the three interior angles, then cut out the three interior angles with scissors, and then ask: What is the result of putting the three angles together? Is everyone the same? What conclusion can you draw? How many ways can you prove it? In this way, students are guided to be willing to start work, use their brains and actively participate in exploration, which turns boring learning content into interesting things and overcomes the teaching method of following the book. Once students are interested in learning mathematics, they will be willing to invest more time and energy in mathematics learning, and their enthusiasm for learning mathematics knowledge, methods and skills will be higher.
In the work of transforming underachievers, teachers must care and cherish every underachiever and be their bosom friends. Don't scold, laugh at, despise or let go of underachievers. You must take good care of them. At the same time, we should pay attention to discovering their "bright spots" and give them "accelerant" in time to ignite their wisdom sparks. Every progress and achievement of underachievers should be "charted", and the shortcomings of underachievers should be "charted". Only in this way can we communicate the feelings between teachers and students; Only when students like teachers can they naturally like the subject knowledge taught by teachers. Teachers should enthusiastically appear in front of the underachievers, sincerely and enthusiastically serve the underachievers, so that the underachievers can increase their interest, feel the fun of learning mathematics well, have a passion for mathematics, and establish their enthusiasm and confidence in learning mathematics well. In teaching, in order to make the underachievers have the determination and perseverance to persist in learning, we teachers must strengthen their sense of responsibility and try our best to stimulate their interest in learning through various channels, but we should also pay attention to maintaining, consolidating and developing their interest in learning.
Fourth, insist on teaching students in accordance with their aptitude and lay a good foundation for learning.
The so-called underachievers are mainly due to too many loopholes in knowledge, which leads to low acceptance. To transform, we must first check the differences and fill the gaps, see what we have learned, and achieve "teaching students in accordance with their aptitude."
In teaching, teachers should encourage underachievers to use their brains, speak actively and boldly ask questions they don't understand. Teachers enthusiastically answer questions for underachievers, so that underachievers can enjoy a tense and active classroom atmosphere. When setting questions, teachers should first design enlightening questions, and then ask questions about the relationship and contradiction between the knowledge mastered by underachievers and new knowledge. In order to make the underachievers start, and let them "make a leap", it requires teachers to find out the knowledge structure of the underachievers, and guide them to think positively from simple questions, so as to extend, expand and migrate them and achieve the purpose of learning new content.
When assigning homework, the whole class should not be "one size fits all". Underachievers should start with basic knowledge points and let them answer some simple questions. We coach underachievers, especially to seize the good opportunity of classroom practice, and often patrol in front of several underachievers to give patient and meticulous guidance. In the underachievers' homework, the underachievers' homework writing is often untidy, and the problem-solving methods are chaotic. Teachers should be especially serious and responsible when correcting homework, try to use slapping more, guide underachievers to analyze the causes of problem-solving errors, find correct problem-solving methods, and formulate corrective measures, so that underachievers can gradually test the correctness of problem-solving symbols in their homework, so as to master and consolidate the new knowledge they have learned in each class.
Fifth, strengthen success and pay attention to cultivating the self-confidence and self-esteem of underachievers.
Special attention should be paid to giving students a sense of success. Usually, the more successful they are, the more motivated they are. In the teaching process, teachers strive to create opportunities for success, so that no student can achieve different degrees of success on different foundations, and experience the joy of success through their own efforts.
For example, after each chapter, combined with students' reality, several groups of comprehensive training questions can be set up to guide students to think positively and make progress despite difficulties. The difficulty of the question should form a gradient so that every student can "jump" and touch it. We should always pay attention to the poor students, patiently inspire them, guide them according to the situation, fully affirm and praise every achievement they have made in a timely and sincere manner, create more opportunities for their success, and let them learn from themselves constantly.
6. Be good at praise and criticism.
Correct evaluation and proper praise and criticism are mainly to strengthen the learning activities of underachievers, so as to consolidate and develop the correct learning motivation. Generally speaking, praise and encouragement can stimulate students' learning motivation more effectively than criticism and accusation. Because the former can make students feel a sense of accomplishment, the latter will dampen the self-esteem and self-confidence of underachievers. Therefore, both evaluation and praise should pay attention to objectivity, fairness and timeliness.
Seven, be good at using outstanding students to lead poor students.
The help of classmates is essential for an underachiever, and the strength of classmates sometimes exceeds that of teachers. Once a bridge of friendship is established between classmates, they will talk about everything. Classmates are good friends of underachievers. Therefore, let the underachievers feel the trust of their classmates and feel that their classmates are their good friends. Let him feel the happiness brought by his classmates, let him study and live in happiness, and feel endless happiness in study and life! No matter how much teachers care about students' learning, after all, it is impossible to always help and correct them in time. Therefore, it is essential for the underachievers to achieve the goal of progress. In order to help, when adjusting the seating arrangement, the backward students are arranged to sit with better students, and the eugenics are told that they are asked to help their classmates because of their good academic performance. This is a pressure and incentive for gifted students to study harder. For underachievers, the effect is more obvious. Changing the work of underachievers will not happen overnight. We should not only help the underachievers, but also give them time, instead of saying that "a leopard cannot change its spots" and "a rotten wood cannot be carved".
Practice has proved that paying attention to the above methods in teaching is of great help to improve the grades of underachievers and improve the quality of mathematics teaching in a large area.
The reason why underachievers don't study well is that they don't study step by step. They lack a little concept of learning here, and a little theorem formula there, so that they can't keep up, get tired of learning and get worse. However, as long as teachers carefully guide and cultivate students with learning difficulties in actual teaching, then our sweat will be rewarded.
In short, we should pay more attention to underachievers, inspire their enterprising spirit with respect and appreciation, inspire their enterprising spirit with sincerity and tolerance, and strive to eliminate their psychological obstacles. Only in this way can they grow up healthily. Facing the underachievers, I often think that we should pay attention to their little progress, let them grow up healthily, sow our true love in their hearts, and let them grow up healthily under the nourishment of "sunshine and rain"-love, so that we can gradually lift them to the other side of success.