According to the characteristics of mathematics, the main manifestations of "poor students" in junior high school mathematics, combined with the author's teaching experience, this paper introduces several problems that should be paid attention to in learning mathematics well in a short period of time, which is a new way to improve teaching quality in a short period of time. Keywords: counseling; Poor students; Teaching Quality In every class of every school, there will be students with relatively backward grades-"poor students". The transformation of "poor students" has always been the most headache for teachers. Many people have made detailed theoretical analysis in this respect, but it is not practical in concrete practice and the effect is not ideal. After long-term observation and thinking, especially after comprehensively comparing the "poor students" and "excellent students" in recent years, I found that there are certain tricks to transform the "poor students". Only "poor students" are willing to learn well. If they are trained in a certain way, they can be transformed in a short time. In particular, mathematics is a scientific, rigorous and abstract subject. It is precisely because of its abstraction that it is the main reason for the formation of "poor students" Therefore, when teaching, we should strengthen the intuition of teaching. Through intuition, students can understand the concept and essence of mathematics and establish a mathematical model of what they have learned in their brains. For example, when talking about "the sum of any two sides of a triangle is greater than the third side", we can ask students by ourselves through several groups of three iron wires (or wooden strips) with different lengths, which groups of iron wires (or wooden strips) can form a triangle, and what is the relationship between the three iron wires (or wooden strips) that can form a triangle? Leading to the above properties. Therefore, strengthening intuitive teaching can attract the attention of "poor students" Yes, in junior high school mathematics teaching, we often meet such students: lack of independence, self-confidence, learning without goals, rote learning, or simply give up learning and give up. This is what we often call "poor students" in study. It is precisely because of the lack of initiative in learning that the intellectual development of "poor students" is seriously affected and the progress of "poor students" in learning is hindered. Therefore, it is of great significance to pay attention to the transformation of "poor students" and how to help them learn mathematics well in a short time. The formation of "poor students" in junior high school mathematics is mainly manifested in the following aspects: 1, poor self-study ability: unable to find the key and difficult points of the question, unable to answer the question correctly according to the description in the textbook, unable to distinguish what they have mastered, unable to find the problem, unable to solve the problem by using the relevant knowledge they have learned, passive reading, slow reading speed and easy to be disturbed by the outside world, and poor consciousness. For example: the absolute value of the number A, it is not clear what the number A can represent. When a > 0, the absolute value a is equal to a, that is, the absolute value of a positive number is itself; When a=0, the absolute value a is 0; When a < 0, the absolute value of a negative number is its inverse, that is, the absolute value of a is -a, so it is difficult to understand how -a here can be a positive number. 2. Basic concepts: Theorems are vague, and concepts, formulas and theorems cannot be reproduced in mathematical language. Without reading textbooks, you can't explain the concept system and connect concepts. For example, they can't tell which concept is to discuss the position and shape relationship between two graphs, which graph is to discuss the special shape of the graph itself, and they don't understand the symmetrical way of the graph. 3. Lack of enthusiasm for solving problems in the classroom: In the classroom, teachers are indifferent to the questions raised and the exercises assigned, doing nothing. There is no process and steps to solve the problem, or the logic is not clear. They lack the motivation to think positively, refuse to use their brains, and always ignore them casually. 4. The exercises and homework assigned by the teacher can't be done independently: I don't want to know what I have learned, I don't want to solve problems, I don't want to solve problems when I encounter difficulties, I plagiarize things, and I can't explain the basis for solving problems. I can't tell which knowledge points are used in these assignments, and I don't want to delve into them. When solving problems, there is no logic in the process of solving problems without following certain steps. You can't use theorems, formulas or machinery, and you can't correctly evaluate homework or test papers. 5, do not pay attention to the exam, lack of competition awareness: do not review carefully before the exam, cope with sloppy, lack of confidence in the exam, and only rely on "improvisation" in the examination room. Of course, as a teacher, we should have a correct understanding of "poor students". The "poverty" of "poor students" is temporary, and it is precisely because their current academic performance is not ideal that they need the help of teachers more. The following are some experiences I have accumulated at ordinary times, and I would like to talk about some views in combination with the main manifestations of the above "poor students". 1, pay attention to emotional education. Although he is a "poor student", he is relatively rich in emotions. They need teachers to give them more care and love, and they need their encouragement and affirmation. Teachers should seize every bright spot in each student and praise him in time. As long as the "poor students" accept the teacher, they will arouse their enthusiasm for learning and learn independently. Therefore, in actual teaching, teachers only pay attention to their own image in front of students, and it is not enough to be a good teacher. More attention should be paid to the emotional education of "poor students" We should fully affirm the advantages of "poor students" and their slight progress, so that they can learn actively. 2. Make clear the subject characteristics of mathematics and tell the "poor students" concrete and operable learning methods. And guide them to make up the most critical knowledge in a short time, so that they can roughly keep up with the current progress. In the face of no "poor student" who can't learn math well, we should especially point out that what is the root cause of his poor performance in this course? It's just a few commonly used formulas, and I haven't remembered the concepts. It is still very important that several basic problem-solving methods cannot be skillfully used, or that some key knowledge, theorems, axioms and algorithms are not fully understood. After finding the right knowledge, fill the key knowledge first. When you make up lessons, you should help students learn to study independently one by one, that is, you should find the corresponding knowledge yourself, study it yourself, and ask the teacher if you don't understand. At this time, in order to give students confidence, teachers should cooperate with each other in teaching. For example, knowing that these "poor students" have made up some knowledge points, we should give them a simple periodic test appropriately so that they can also taste the joy of passing and getting high marks. Secretly, step by step to prove that he has kept up with the teacher's teaching progress. At the same time, we must emphasize the cultivation of the habit of doing problems in counseling. Practice has proved that the reason why "poor students" can't do the calculation and proof of math problems well is because they don't grasp the relevant knowledge points firmly, and the most fatal shortcoming is that they don't know how to transform the known conditions. Knowledge points and problem-solving habits should be done at the same time, which is the secret for "poor students" to learn mathematics well in a short time. Tell the "poor students" clearly that as long as they study according to the teacher's method, there will be obvious progress in a short time, such as three weeks or a month. There should be corresponding examinations, and the improvement of examination results is the main symbol of learning progress. (At least, the "poor students" think so. The verification progress should not exceed two months, so the "poor students" will feel that the time is too long. After the exam, we must analyze the reasons for the mistakes with the "poor students" in time. Analysis is a question of knowledge points or a habit of doing problems. 4. Give "poor students" more opportunities to perform in class: let them "get down to business". Enlighten and guide them to analyze the meaning of every sentence in the topic. What are the known conditions? Tell the way to solve the problem. Start with "talking about the topic" and uncover the mystery of the test questions. Encouraging them to talk about topics is the most effective way to improve their grades in a short time. This is not only beneficial to "poor students", but also beneficial to almost all students. Most of the reasons for poor students' poor grades are that they can't think. Faced with a problem, they don't know where to start. Sometimes I can write two steps, but I still don't get to the point and don't get points. After the exam, when the teacher spoke, most of them suddenly realized: "Oh! I see! " But most of them just stay on this exclamation, thinking that they will understand if they understand. In fact, if you ask him to tell the idea of solving the problem and the writing of the solution at once, he may be incomplete at once. Let him do this problem every few days after the exam, but he can't do it. This is "deja vu". This is the phenomenon that "poor students" make mistakes again and again. The biggest function of "talking about topics" is to fully show students' thinking, expose students' shortcomings, let teachers give targeted counseling on the spot and benefit the whole class. 5. Ask students to prepare a "little notebook" and write down the knowledge points they can't know, the problem-solving methods and the "one-sentence knowledge" gained by "epiphany". As the saying goes, "a good memory is better than a bad pen." A lot of knowledge must be written on paper and read repeatedly before it can be understood and mastered. This is the most effective way to reduce "repeat mistakes". Teachers should patiently inspire students how to write down what they can't do and accumulate it bit by bit. Pick the key points first and remember them frequently. The emphasis here is on "recording" rather than "copying". For example, when studying or reviewing textbook knowledge and related counseling, write down the knowledge points that you think are important and easy to forget; Write down the "knowledge in one sentence" that you suddenly realize; Write down the knowledge of regularity. Such as "arithmetic progression, an = a 1+(n- 1) d, s = n (a 1+an)/2, etc. Write down some specialized knowledge. Summarize and summarize the knowledge in doing the problem; Write down many wrong topics and related knowledge points; Write down the detailed problem-solving process and matters needing attention of the questions consulted by others. 6. Carry out the second classroom teaching of "poor students" to stimulate their interest and enthusiasm. For example, when explaining probability, let them prepare their favorite entertainment tools, such as cards, mahjong, dice, glass beads, checkers, chess, go and so on. Think while playing, so as to sum up your knowledge. Let "poor students" feel that mathematics is a very entertaining and fun subject. That's it. Inspired their enthusiasm for learning, they are willing to learn mathematics, so they are confident to learn this subject well. These are some of my experiences and understandings in the teaching process. I have practiced it everywhere and achieved certain results. The results show that the difference and superiority of learning habits and methods are the key to the difference and superiority between "poor students" and "excellent students" Therefore, our teachers should let "poor students" develop good study habits, master the most effective learning methods, help them break through the fog as soon as possible, study clearly, understand the exam, and hold their heads high and be an excellent student. Why not?