Wang Guikai, the third middle school in Tongjiang City, Heilongjiang Province, actively advocates the learning mode of autonomy, cooperation and inquiry learning, emphasizing that students are the main body of learning activities, and teachers should pay attention to the individual differences of students and the learning needs of different students, especially the students with learning difficulties in the class, who have poor academic performance and poor habits. How to establish their learning confidence, improve their learning efficiency and actively participate in classroom teaching activities is a problem that our teachers must pay attention to in their usual teaching activities. My experience is: devote more love to students with learning difficulties, create a mutual respect, natural and harmonious learning atmosphere in every link of teaching, always think of them, care for them, help them regain their self-confidence and let them really learn something. First, attach importance to group cooperation and inquiry, and give students with learning difficulties the right to speak. In group cooperative learning, top students can be developed, middle students can be exercised, and students with learning difficulties can be helped and improved. First of all, teachers should arrange the members of the study group reasonably according to the needs of the learning content. When forming study groups, teachers should consciously arrange good, medium and poor students in one group, and each study group only arranges one poor student, fully considering the differences of students in knowledge and skills, personality and emotion, and striving for balance and harmony. Secondly, the members of the group should have a clear division of labor and transform each other, so that each student can realize his importance in the activity. For students with good grades in the group, teachers should give them clear requirements and tasks: in group cooperative learning, they should take the initiative to help students with learning difficulties, give them more opportunities to speak, urge and help students with learning difficulties to think positively, and help students with learning difficulties patiently. Teachers should give them clear requirements: they should speak every time in group discussions and exchanges. Prevent the top students from speaking and the poor students from being speechless during the group discussion. Finally, in the process of inquiry, teachers should pay more attention to students with learning difficulties and listen to their ideas. Often an admiring look and a positive word will make them encouraged and confident in hesitation. In this way, students with learning difficulties not only feel the help of their classmates and enjoy the warmth of the group, but also make progress and improvement in their studies, thus further establishing the confidence of independent learning. Second, pay attention to students with learning difficulties, and teachers' teaching focus should move down. Mathematics is a scientific and rigorous abstract subject, and it is precisely because of its abstraction that it is the main reason for the learning difficulties of students with learning difficulties. When teaching, teachers can't just be porters of mathematical knowledge and instill knowledge into students. Teachers should be designers, organizers and instructors of classroom learning process, and students are not only recipients of knowledge, but also explorers, discussants and participants in the process of knowledge generation. Therefore, teachers should create more lively and interesting autonomous activity classes for students, and have the opportunity to participate in the discussion, exploration and discussion of knowledge in class, so as to strengthen the intuitive teaching of mathematics. Set up more vivid, vivid, intuitive and concrete math classes to help students learn. Only by creating a positive classroom atmosphere, eliminating the anxiety of students with learning difficulties, giving them more opportunities to show themselves in the classroom and building up their learning confidence can they stimulate their enthusiasm for learning and form the habit of autonomous learning. If you speak, discuss and ask questions in class, you will give some preferential treatment to students with learning difficulties, so that they can have a chance to gain a sense of success and satisfaction, gradually cultivate students' interest in learning and establish confidence in catching up. The classified query of periodical articles can be found in the periodical database. 3. In teaching, we can see that students with learning difficulties often answer wrong questions in class because of their poor foundation. At this time, if the teacher criticizes the students with harsh words or harsh language again, it will hurt the students' self-esteem and feelings, and they will have less and less confidence in learning. The correct way is that teachers should patiently understand them, encourage them, help them overcome difficulties and protect students' self-esteem. This is a positive and effective educational method. Third, assign homework to reduce the difficulty for students with learning difficulties. The exercises designed in the new textbook are not only rich and colorful, but also distinct, with both basic exercises and the ability to train, expand and deepen exercises. Teachers should treat different students differently when assigning homework, and should not treat them equally. Think about it: As a student with learning difficulties, even the basic exercises are still difficult to complete, how can he have the ability to expand and deepen? Years of facts have proved that if teachers indiscriminately assign the same homework to the whole class, those students with learning difficulties can't finish the classroom homework assigned by teachers even after school. The responsible teacher has to explain it to them again and again, but they still don't understand. Finally, they can only "dictate" these homework with the help of the teacher. Is this useful? Over time, they will be afraid to do their homework, and their dependence on ideas will become more and more serious. When assigning homework, they will not think independently, but will finish it quickly, waiting for the teacher's individual guidance. They will never use it to arouse students' learning enthusiasm, nor will they achieve the purpose of consolidating exercises. So when teachers assign homework, they can choose some simple exercises from books or design some simple exercises for them to do. They can finish it more easily, improve the speed and quality of completion, and gradually cultivate their interest in learning. Then, according to their progress and ability, some difficulties can be appropriately increased, and gradually these students with learning difficulties will establish confidence in learning mathematics well. Fourth, evaluation and testing make students with learning difficulties feel a sense of accomplishment. At present, most places and schools still use a test paper to test the learning situation of all students in the same class. At this time, the students' learning ability and learning effect are obviously separated, and the test results make those students with learning difficulties feel ashamed and afraid. In my opinion, our teachers should not only protect them as much as possible and reduce the harm caused by exams, but also try to make them feel a sense of accomplishment. First of all, teachers should respect every student's right to privacy, don't publish students' grades, don't compare their grades together, and pay more attention to individual psychological communication and less attention to collective evaluation. Secondly, teachers should create opportunities for students with learning difficulties to succeed. For example, teachers can give students with learning difficulties who are not satisfied with their grades a chance to take the exam after commenting on the test paper, and they should be encouraged as long as they improve through commenting. In addition, teachers can diversify unified test papers according to students' learning ability. For example, delete the difficult questions in the test paper, and then let the students with learning difficulties do it, or design the test paper as A, B and C, and let the students choose the one that suits them. In this way, every student can have a successful experience, which embodies the new concept that "different people get different development in mathematics". Finally, teachers should evaluate the test results artistically, get out of the rigid situation of one size fits all, and pay attention to the individual response in student evaluation. In addition, teachers can give students a comprehensive evaluation score according to their test scores and usual performance. For those students with learning difficulties, although their test scores are not ideal, as long as they actively participate in mathematics learning, have a strong sense of learning and good study habits, and make continuous progress, the teacher can give them a score that can arouse their enthusiasm.