How do junior high school math teachers transform poor students? The reasons for solving the poor academic performance of students with learning difficulties are very complicated, and the poor learning effect is also a main reason. Poor students often have rigid thinking. Today, Park Shin-bian Xiao brings you the method of math class.

Mathematics is a scientific and rigorous abstract subject. Because of its abstraction, it is the main reason for the formation of poor students. Therefore, when teaching, we should strengthen the intuition of teaching. Like physics and chemistry, students can understand concepts and properties intuitively. For example, when talking about "the sum of any two sides of a triangle is greater than the third side", you can ask which groups of wires can form a triangle, and what is the relationship between the three wires that students can form a triangle themselves. Leading to the above properties. Therefore, strengthening intuitive teaching can attract the attention of poor students.

We should strengthen the vividness of teaching language and make teaching lively and interesting. In classroom teaching, teachers should not only observe the learning mood of the whole class at any time, but also pay special attention to the learning mood of poor students. Poor students are often absent-minded and inattentive in class. They turn a deaf ear to the teacher's boring language lectures and are not interested in mathematics knowledge. At this time, teachers should properly use artistic and vivid teaching language, enliven the classroom atmosphere, and guide each student to enter a positive thinking state, so as to achieve the teaching purpose.

Pay attention to emotional education. Poor students are rich in emotions and need more care and love from teachers. When they make achievements, they need teachers' encouragement and affirmation, so they should praise them in time. As long as the poor students accept the teacher, they will greatly mobilize their enthusiasm for learning, thus achieving the goal of autonomous learning. Therefore, in actual teaching, teachers should not only pay attention to their own image among students, but also pay attention to emotional education for poor students. Fully affirm the advantages of poor students, affirm their slight progress, and urge them to study actively.

Teaching poor students in the second classroom. Carry out the second classroom teaching activities for poor students and set up learning interest groups. Stimulate poor students' interest in learning and encourage them to study hard and be positive.

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Middle school mathematics teaching methods

Establish the concept of "student-oriented" and change the ways and methods of mathematics education.

Modern mathematics education must change from teacher-centered teaching materials to mechanical, imitative and repetitive knowledge, to student-centered and problem-oriented, to teach students to learn, improve their ability, improve their personality and lay the foundation for their lifelong high-quality development. Middle school mathematics education should attach importance to the cultivation of students' interest in learning, strengthen emotional communication between teachers and students, establish effective cooperation groups, stimulate students' enthusiasm and subjective initiative, pay attention to cultivating students' learning ability and team spirit, and make students learn actively, happily and efficiently. This puts forward newer and higher requirements for middle school math teachers. Teachers should abandon the traditional teaching concept of "one textbook, one teaching reference and one teaching plan for life", fully tap the educational ideas in mathematics, update teaching methods and pay attention to the inspiration of thinking, so that students can get all-round development.

Middle school mathematics education should take a diversified road.

Diversification means that under the same syllabus, multiple courses or books and multiple examination forms coexist, and their use is not restricted by regions and schools. Different syllabuses and textbooks can also be used in the same area and the same school. Diversification is conducive to the complementarity of talent training and social talent structure, which is not only the need of talent training, but also the basis of realizing the diversification of mathematics education in middle schools. For our country, we need all kinds of mathematics talents and have a lot of mathematics to learn, but it is impossible for everyone to learn the same mathematics, and it is not necessary for everyone to learn the same mathematics. Moreover, more mathematics knowledge is needed after people enter the society, and only diversified mathematics education can effectively realize the complementarity of these knowledge.

Mathematical activities cultivate the quality of mathematical thinking

Modern teaching theory holds that the essence of mathematics teaching is the teaching of mathematical thinking activities. Mathematical thinking activity, like people's general thinking activity, is a complex psychological phenomenon, which adapts to the different needs of mathematical practice activities. The main psychological process for students to learn mathematics knowledge is thinking. As far as students are concerned, the external manifestation of the particularity of individual thinking activities is the psychological thinking quality. People's thinking quality is the difference between the occurrence and development of thinking, which is generally manifested in the flexibility, agility and originality of thinking. Good thinking quality is an important symbol of creative talents. However, good thinking quality is not innate, but the result of acquired education and training. Mathematics class is one of the subjects to cultivate students' good thinking quality, and mathematics activities are conducive to the formation of students' mathematical thinking quality.

3 Mathematics teaching should guide students to participate actively.

Connecting with practice and cultivating students' independent participation

Life is inseparable from mathematics, and mathematics is inseparable from life. Mathematical knowledge comes from life and ultimately serves life. Life is a big classroom for learning mathematics and a vast space for mathematical problems. "Mathematics Curriculum Standard" points out: "Mathematics teaching should be closely related to students' life scenes, based on students' life experience and existing knowledge, so that students can initially feel the close relationship between mathematics and ordinary life." Therefore, in mathematics classroom teaching activities, teachers should make mathematics problems live, mathematize students' life experiences, and turn abstract mathematics into interesting, vivid and easy-to-understand life scenes. Let students feel that there is mathematics everywhere in real life. Only by learning mathematics well can they serve life better, thus cultivating students to actively participate in the formation of mathematical knowledge.

For example, when teaching cone volume calculation, I created the following scenes according to the actual life of rural children: arrange each student to prepare a small bag of rice, a newspaper, a measuring rope and a ruler in advance, and play games of drying and harvesting millet. Because in the rice harvest season, students often help their parents to dry and harvest millet at home, so they do it very seriously. After the millet was put away, he asked, what is your rice pile? (Cone) Can you measure it with a measuring rope and ruler, and then calculate the volume of your own rice pile? If the rice weighs 0.545 kg per cubic decimeter, what is the weight of the rice you pile? Students are very interested in life problems that they are very familiar with. They all think about these problems seriously and have a positive discussion between their deskmates. The result is: 1. Measure the circumference and height of the bottom of the rice pile with measuring rope and ruler, calculate the volume, and then calculate the weight; 2. Measure the diameter (radius) and height of the bottom surface with measuring rope and ruler, calculate the volume, and then calculate the weight. Through the creation of life scenes, students' enthusiasm for participation is doubled, which not only cultivates students' thinking ability, but also improves students' ability to independently use what they have learned to solve practical problems in daily life.

Stimulate students' subjective initiative, cultivate students' creative thinking and improve their learning ability.

Thor Tchite said: "Successful teaching needs not coercion, but arousing students' interest. "A large number of mathematics teaching practices have proved that only by taking students as the main body, stimulating students' thirst for knowledge, igniting the sparks of students' wisdom, and enabling students to think positively and acquire knowledge actively can we achieve better learning results. On the role of classroom teaching and practical research projects. In the process of math teacher's classroom teaching, don't tell students the methods and principles at once, otherwise students will only be busy receiving the teacher's answers, rather than deeply understanding and digesting them into their own knowledge. Teachers should carefully design the topic setting, let students think and think repeatedly, review and think about the knowledge points related to the topic in their minds, and let students acquire knowledge in the process of exploring thinking. If students have problems, they will naturally concentrate on positive thinking. After this process, teachers will explain it again, and students will strengthen their memory and deeply understand the problem solving method.

In mathematics classroom teaching, practice is also the most important part. Common exercises are traditional exercises in textbooks, which can enable students to master problem-solving skills and deepen the consolidation of knowledge. However, in order to cultivate students' thinking quality and improve their innovative ability, math teachers should also compile some classroom exercises. There are generally two ways for teachers to compile exercises: one is to adapt the exercises in the textbook, so that one question is changeable, one question is multi-solution, and it is decomposed layer by layer; Second, design some open exercises to inspire students to answer from multiple angles. The above two kinds of questions require students to choose information through multi-dimensional thinking, observe and think in all directions, and use a variety of knowledge to answer questions, which will be of great significance to cultivate the flexibility and independence of students' thinking. In fact, thoughtful practice can not only help students solve problems correctly, but also effectively train students' innovative thinking. In addition, teachers should increase practical homework and research projects to cultivate students' practical ability. Adding "practical assignments" and "research topics" and emphasizing students' practical ability is one of the characteristics of the new high school mathematics textbook. Mathematics learning has moved from the classroom to the society, enabling students to learn to communicate, help each other, share and cooperate, thus improving their knowledge, feelings, attitudes and values.

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Create a math classroom atmosphere.

Stimulate a strong interest in learning and stimulate students to actively participate.

Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy.". Stimulating mathematics learning interest is an important part of creating a good psychological atmosphere in mathematics classroom. Interest is the direct driving force of learning and determines the direction and efficiency of students' learning activities. The driving force of strong interest in learning is incomparable to any compulsion.

In teaching, it is often found that some students think that learning mathematics is the application of axioms, theorems and formulas in textbooks, thus lacking active thinking and exploration. In order to stimulate students' interest in class, it is necessary to stimulate students' interest in introducing new courses. The methods of introducing new courses are flexible and diverse, and questions or interests can be introduced according to the teaching content, which can stimulate students' curiosity and arouse students' interest in learning. For example, when teaching the principles of classified addition counting and step-by-step multiplication counting, we can give such a question: How many roads are there from Wanning to Haikou? The students got excited at once, and had a heated discussion and made speeches as follows: (1) There is a way to go to Haikou directly by bus, (2) There is a way to take a taxi to Haikou, and (3) There are several ways to go to Qionghai first and then Haikou. More interestingly, some students said that walking to Haikou is also a way. Through this discussion, students can understand the value of mathematical knowledge, naturally become interested in learning, and are willing to accept the teacher's continued explanation of the connection and difference between these two principles. So I have more interest in learning mathematics, and I understand that mathematics is not a boring number and abstract symbol, which has strengthened my confidence in learning mathematics.

Construct a good relationship between teachers and students, and show teachers' personality charm.

1. arouse positive and full emotions and infect students.

Psychological research shows that emotions are contagious, and teachers' emotions are more infectious. Teachers' own emotional state can produce * * * ringing effect, so that students are subtly influenced and form a certain psychological atmosphere in the classroom. If teachers maintain strong teaching enthusiasm, that is to say, they inject vitality and infinite vitality into the classroom, fully mobilize students' learning enthusiasm, and make students willing to accept and feedback information.

2. Prepare lessons carefully and convince students with profound knowledge and strict logic.

As the saying goes, "Give a person a bowl of water, you should prepare your own tap water". Teachers should lead by example, set an example for students, influence students with profound knowledge, and make their teacher image more qualified and attractive. Therefore, preparation before class is essential. Be prepared before class, especially to have a good concept of teaching plan, remember the main links of teaching clearly, and make the teaching process clear, the structure reasonable, the method appropriate and the content moderate, in line with students' psychological laws and cognitive characteristics. In math class, we should rely on the logic of mathematics itself to make students open their eyes, follow you to think and explore, and finally enter a new realm. Teachers' concise language, profound truth, extensive knowledge, exquisite explanation, rigorous reasoning, intuitive charts and beautiful blackboard writing all reflect elegant mathematics temperament, which will inevitably make students like teachers and mathematics.