First, understand the students with learning difficulties, communicate with their hearts, establish a harmonious relationship between teachers and students, and lay the foundation for transformation.
Every student with learning difficulties has different factors. Understanding students with learning difficulties, just like the investigation made by doctors before diagnosing the patient's condition, can only "prescribe the right medicine and save lives."
1. Conduct a comprehensive survey of students with learning difficulties to understand their study habits, hobbies, communication, moral quality, behavior habits, family situation, etc. , and record the specific situation of each student.
2, individual communication, spiritual collision and communication. Open the door to communicate with students with learning difficulties, understand the real reasons for their poor math learning and provide appropriate psychological counseling to eliminate their fear of mathematics, so that they can establish a harmonious relationship with teachers, change their learning attitude and turn their weariness into learning pleasure.
3. Do a good job of home-school contact and get the support and cooperation of parents. Sometimes transforming a student with learning difficulties is to save a family. So it is easy to get the support of parents. However, some parents are not good at educational methods. Therefore, according to different individual situations, it is a favorable guarantee to develop appropriate educational methods and incentive mechanisms with parents.
Two: love inspires motivation, appreciation enhances self-confidence.
1, double care, relieve stress, and awaken the curiosity and motivation of students with learning difficulties.
Due to poor academic performance, students with learning difficulties often hold their heads up in school and family companions, and are often criticized and discriminated against, with strong inferiority complex and great pressure. As a teacher, we should pay more attention to these students, including their help and support in their study life, family, hobbies and other aspects, improve their image among their peers, awaken their deep curiosity and learning motivation with love, and stimulate their interest in learning.
2. Advocating appreciation education to enhance students' self-confidence in learning mathematics well.
Goethe once said: "The greatest disaster of mankind is to look down on yourself." Self-confidence is the starting point of success and the driving force of progress. Isabella Chow, the founder of Appreciation Education Law, once said: "It is not good children who need appreciation, but appreciation that makes them better and better; It's not that bad children need to complain, but that complaining makes them worse and worse. "Appreciation leads to success, and complaining leads to failure. Some educators have said that people have a deep-rooted desire to be the first discoverer and explorer. Why don't students with learning difficulties want to have such opportunities and be appreciated? As a teacher, we should use a magnifying glass to find the bright spots of students, carefully examine their advantages, give affirmation and encouragement in time, and help them build confidence in practice. It is possible that an unintentional sentence will change the fate of a child's life. Then we can use appreciation education to cultivate the self-confidence of students with learning difficulties and lead them out of their psychological predicament!
Thirdly, starting from the existing knowledge and experience of students with learning difficulties, enable them to acquire basic mathematical knowledge and skills.
Teaching should not ignore students' existing knowledge and experience, but take learners' original knowledge and experience as the growth point of new knowledge, and guide students with learning difficulties to grow new knowledge and experience from the original knowledge and experience.
Students with learning difficulties have different knowledge gaps in learning, and their existing knowledge and experience are also different. For example, when I teach parallelogram area in the fifth grade, I should take the existing knowledge of rectangular area as the growth point of new knowledge. Through the understanding before class, the students with learning difficulties in the class hardly know how to calculate the area of a rectangle, let alone why, and some even confuse the area with the perimeter. So I made up this lesson for them before class, and in the process of exploring new knowledge, they obviously can keep up. For another example, when the fifth-grade students are practicing x-5/8= 1/4, it seems that the students with learning difficulties are hard to understand this equation. Knowing their knowledge and experience in solving equations is not based on the basic properties of equations, but on the relationship between addition, subtraction, multiplication and division. So, I made up the basic relationship for them. They remembered it well, but they also made mistakes in the second exercise. I finally found that there was a knowledge gap when they knew the names of addition, subtraction, multiplication and division, which I didn't expect, so I quickly made it up for them, and let them understand the names and relationships of each part through simple formulas and the connection with life. In later exercises, I particularly emphasized their reasoning. After a period of practice, their skills in solving equations have been greatly improved.
Therefore, we must attach importance to the existing knowledge and experience of students with learning difficulties in teaching, and help them make up all their mistakes and acquire basic knowledge and skills through understanding the students before class.