After entering junior high school, after the process of not adapting to confusion and giving up, some students become underachievers in mathematics. There are both subjective and objective factors: either there is no interest in learning, there are problems in learning methods, and the math foundation is weak, so it is impossible to finish homework on time and with good quality. For the transformation of underachievers, the author thinks it is important to stimulate interest, understanding and encouragement.
First of all, you are exciting.
Einstein said: Interest is the best teacher. Confucius also thinks that people who know are not as good as those who know well, and those who know well are not as good as those who are willing to know. If students' interest in what they have learned is aroused, they will take the initiative to receive education.
1. Creating situations and cultivating interest: At the beginning of the class, creating a good problem situation is like a stone stirring up a thousand waves, which can activate all students' mathematical thinking and stimulate all students' curiosity about the mathematical world. Although mathematics is a scientific, rigorous and abstract subject, intuitive situational teaching can catch students' attention, including underachievers.
2. Arouse emotional resonance and interest: According to humanistic education theory, students are life bodies with infinite vitality and are the starting point and destination of education. Underachievers are more emotional, and they are more eager for teachers' care, love and emotional communication. It is their right and their inherent requirement to develop their lives actively and healthily. How to make underachievers glow in math class? I think the warm education of teachers will cheer people up, moisten things quietly and realize the emotional integration between teachers and students. Underachievers in mathematics find mathematics abstract and boring. They either talk or play tricks in class, sleep or read extracurricular books, don't care, don't think, and don't want to answer math questions. They even have rebellious and antagonistic feelings towards the math teacher's teaching. At this time, the author thinks that we should not reprimand him loudly, but look at him (her) with expectation and goodwill, and blame him with smiling eyes, and the underachievers will soon converge until they stop. Emotional expectation creates a harmonious situation, radiates the vitality of underachievers' real life, makes mathematics teaching enter the hearts of underachievers, plucks the emotional strings of underachievers' lives, and makes mathematics education full of green.
Second, understanding is appropriate.
Some students become math underachievers because of subjective and objective factors, as well as intellectual and non-intellectual factors. It cannot be said that all underachievers don't work hard. It is necessary to analyze and treat it concretely.
1. Prefer underachievers with intelligence factors and cultivate self-confidence: in education and teaching, intelligence factors and non-intelligence factors are two aspects to measure people's comprehensive quality. We can't deny the existence of math underachievers with intelligence factors. Their attention, observation, image and abstract thinking ability, analysis and induction ability and memory are weaker than those with normal intellectual factors.
For these underachievers, it is almost impossible to completely solve their intellectual problems in a short time, but we can understand their difficulties, understand their mentality and take measures to eliminate their psychological stereotypes to some extent. For example, set some simple questions in class to let them enjoy learning; Reduce the requirements for after-school homework and provide individual counseling for their weak links; Before the exam, set more suitable goals for underachievers. In this way, the inferiority and timidity of underachievers with intellectual factors can be transformed into strength, and the dullness can be transformed into wisdom. By following their cognitive rules of learning mathematics, they can gradually change their impression that they are worse than others, realize the goal orientation of mathematics teaching and improve students' lifelong learning ability. 2. Pay attention to the underachievers with non-intelligence factors and cultivate good habits: Most underachievers with non-intelligence factors also have the desire to learn math well. What makes them stand in the ranks of underachievers? We might as well listen to the troubles of these two underachievers. Underachiever A said: Teacher, I am easily distracted in class. I hope the teacher will remind me to criticize me and not give me any face when she finds out. Underachiever B said: Teacher, I also know the importance of learning math, but my determination to learn math well can only last for a few days and I can't hold back any more. The words of these two underachievers just show their common weakness: no good study habits. Teachers should treat the repeated bad habits of math underachievers correctly, be calm, and don't act too hastily. Through repeated education and awakening, non-intellectual math underachievers can develop some good study habits. For example, the habit of independent thinking makes their intelligence develop; The habit of being diligent and inquisitive improves their questioning level; The habit of self-study strengthens their development and growth ability, and then taps their intellectual potential, so as to really learn mathematics well.
Third, the beauty lies in encouragement.
1. Seize the opportunity and cast the happiness of underachievers' success: Paulia, a math educator, said that the primary responsibility of math teachers is to develop students' problem-solving ability as much as possible. However, in our previous mathematics teaching, we often pay more attention to solving existing mathematics problems, and students seem at a loss when they encounter practical problems. Therefore, in mathematics teaching, teachers should also seize the opportunity to let underachievers participate in practical activities and create success and happiness for underachievers. Shorten their distance from mathematics and enhance their confidence and ambition.
2. Appreciation and evaluation, cultivate the self-esteem of underachievers: Suhomlinski once said that self-esteem is the most sensitive corner of teenagers, the potential driving force for students to move forward, the driving force for progress, the upward energy and the noble and pure psychological quality. Some complaints that make underachievers lose confidence and accusations that hurt students' personality will not only fail to achieve the expected educational effect, but will damage the emotional foundation of education. Under the background of advocating quality education and harmonious society, respect is more important than strictness for students with learning difficulties in mathematics. Close to the clear spring, the soul will be nourished; Close to evaluation, life can dance. In mathematics teaching, we should pay attention to the encouragement of evaluation, from classroom questioning to homework evaluation, focusing on encouragement to meet the needs of underachievers for success, so that every underachiever can experience the joy of success in mathematics learning. Just as Suhomlinski warned us not to rush to give students failing grades, please remember that the happiness of success is a huge emotional force, which can promote students' desire to study hard. Please don't let this inner strength disappear under any circumstances. Without this power, any ingenious measures in education will be of no help. Only when every student enjoys the happiness of success in the process of mathematics teaching can students have the motivation to succeed.
In short, the new curriculum reform is not to give up this part of math underachievers. Only by grasping the pulse of underachievers in mathematics can we suit the remedy to the case, adopt certain strategies, effectively mobilize the enthusiasm and initiative of these students, let them study happily until they can learn, help them acquire knowledge and improve their ability, so as to achieve the educational goal of advocating that everyone can obtain the necessary mathematics and implement mathematics education for all students in the new curriculum standard. As long as we arouse interest, understand and encourage underachievers in mathematics in practical teaching, they can be successfully transformed.