Analyzing the reasons, we know that no one is branded as a student with learning difficulties at birth, and any student with learning difficulties has its roots. Therefore, our teachers should be good at grasping the root of every student with learning difficulties, and formulate some targeted methods and measures to improve the performance of students with learning difficulties. The specific method is as follows:

1 teachers should change their educational concepts and improve their own quality.

Nowadays, when many teachers talk about students with learning difficulties, they are always used to finding reasons from students. They simply think that the main reason for students with learning difficulties is that students are not smart, playful and unwilling to learn, while ignoring teachers' own problems. Blame, complain and punish students with learning difficulties, thus causing tension between teachers and students and confrontation between teachers and students. Therefore, in order to transform students with learning difficulties, teachers must change their educational concepts and pay attention to the improvement of their own quality.

(1) Strong sense of responsibility

As a real educator, we must first have a sense of responsibility. The teacher's duty is to educate people so that all students can develop in an all-round way in knowledge and ability. However, in the real educational environment, some teachers think that as long as I tell all the knowledge, it is his business whether the students learn or not. This irresponsible behavior, in principle, is far from education, let alone how to transform students with learning difficulties. As a qualified teacher, we should always take students as the center and teaching as the center, and strive to make every student develop in an all-round way in study and thought. At the same time, we should always pay attention to students with learning difficulties, give full consideration to their situation, and strive not to let a student fall behind.

(2) Fair teacher love

Our education targets are living individuals, and there must be differences in family background, economic conditions and academic performance. Teachers cannot divide students into three grades because of these differences. As we all know, students with learning difficulties are often accompanied by snub, reprimand, ridicule, abuse and even corporal punishment. They have no position in the class group, no dignity among classmates, and will not be affirmed by teachers, thus losing their passion for learning. Therefore, for students with learning difficulties, we teachers should first take the initiative to get close to them and give them more care in life and study, especially the left-behind children, so that they can feel the respect and understanding from the teacher's love. At the same time, we call on students to help them, let them feel the care and warmth from the class collective, help them establish their personal dignity, and thus promote them to get rid of their shortcomings and grow up healthily.

(3) Have enough patience

As the saying goes, Rome was not built in a day. Students with learning difficulties are not formed overnight, their basic knowledge is often very different, and their bad behavior habits are often deeply rooted. Therefore, we should not pin our hopes on the transformation of students with learning difficulties, especially math teachers should be prepared for long-term work. Because of the strong cohesion of mathematical knowledge structure, most students with mathematical learning difficulties are out of touch with what they have learned, which leads to their incomprehension, inattention and lack of interest in mathematics in class. Therefore, teachers should have enough patience to deal with all kinds of situations in the learning process of students with learning difficulties.

(4) Teachers should be enterprising.

Under the severe challenge of the new curriculum, teachers can't be satisfied with the status quo, just teaching. This kind of teacher has not adapted to the requirements of the times. Therefore, teachers should constantly update their knowledge structure and improve their teaching ability. At the same time, teachers should understand scientific research, which is a very effective way to improve their own quality and teaching quality.

(5) Teachers should be innovative.

The new curriculum standard requires cultivating students' innovative ability, which requires teachers to have the ability to cultivate "innovation". In teaching, teachers should first break the traditional teaching mode, persist in taking students as the main body and create various vivid and interesting classroom situations to attract students. Secondly, we should be good at teaching students in accordance with their aptitude, implement differential teaching and differential evaluation, and take full care of "vulnerable groups". .

2. Do a good job in the transition of teaching content and teaching methods in primary and secondary schools.

Compared with primary school mathematics, middle school mathematics has great differences in both knowledge content and logical thinking. Therefore, teachers should not only consider the transition of teaching content, but also consider the transition of teaching methods.

(1) Teaching content transition

The first is the transition of double bases. Because they all graduated from primary school and went to junior high school, the basic knowledge and skills among students are very different. Therefore, before teaching junior high school knowledge, we can draw up primary school graduation examination questions, aim at students' basic knowledge and skills purposefully, let teachers analyze the differences of each student through the examination questions, make pre-school supplements, and try to unify the starting point of students.

Secondly, the transition between "arithmetic number" and "rational number" is carried out. In the teaching of rational numbers, mastering the teaching of negative numbers is the key. Negative numbers are much more abstract than primary school. Because the abstract thinking ability of primary schools has not reached the corresponding level, it is difficult for students to understand and accept the concept of negative numbers. Teachers should intuitively describe the examples in the textbook through language or pictures. For example, in the weather forecast, 5℃ above zero is expressed as +5℃, and how to express 5℃ below zero? The teacher takes the podium as the fixed point, and three steps to the left is +3 steps, and three steps to the right. Why? Wait a minute. So as to guide students to analyze, compare, synthesize and induce, find out the word * * * with opposite meaning, and finally abstract it with "+"and "-"respectively. To break through the problem of negative numbers and master it in essence, it can never be solved in one or two classes, and it must be repeated many times. In teaching, we should not only make full use of the number axis, but also combine the points on the number axis to understand negative numbers; It is also necessary to combine the comparison of absolute value, rational number and the algorithm of rational number to continuously strengthen the understanding and mastery of negative numbers; We should make full use of after-class exercises to guide students to abstract and summarize themselves, so that students can list as many quantities with opposite meanings as possible and express them with positive and negative numbers to deepen their understanding of negative numbers.

Thirdly, the transition between "number" and "type" should be carried out. Primary school knowledge is mainly based on specific numbers, while junior high school students are exposed to using letters to represent numbers, establishing the concept of algebra and learning the operation of algebra. This transition from "number" to "expression" is a leap from concrete to abstract and from special to general in students' understanding. How to make students adapt? In specific teaching, on the one hand, we should pay attention to guiding students to master the method of expressing numbers and the relationship between numbers with letters, on the other hand, we should pay attention to excavating the internal relationship of mathematics knowledge in primary and secondary schools. For example, lead students to recall the example of using letters to represent numbers that they learned in primary school: the area and circumference of a circle S=r? π, C=dπ, area and perimeter of rectangle S=ab, C=(a+b)×2, etc. This leads to the concept of algebra. It can also guide students to find out the internal relations and differences between integers and algebraic expressions, fractions and fractions, rational numbers and rational numbers, equality and equations, and equations and inequalities, so as to build bridges between knowledge and make a good transition between knowledge.

(2) the change of teaching methods

In primary school mathematics teaching, teachers speak in detail, practice much, have strong intuition and repeat knowledge many times; Relatively speaking, junior high school teachers speak well, practice less, repeat less knowledge and are more abstract. Judging from the actual situation, primary school students mainly rely on mechanical memory and intuitive thinking. Therefore, after entering junior high school, teachers must combine the physical and psychological characteristics of students with learning difficulties, proceed from the cognitive structure and laws of students with learning difficulties, effectively improve teaching methods and make a good transition of teaching methods.

First of all, we should pay attention to the connection between the old and the new and strengthen the connection of concepts. Psychological research shows that learners must actively make new knowledge interact with old knowledge related to their cognitive structure, so that old knowledge can be transformed and new knowledge can gain practical significance. Therefore, when teaching new knowledge, we must pay attention to the connection between old and new knowledge, guide students to make analogy and comparison, distinguish the similarities and differences between old and new knowledge, and thus reveal the essence of new knowledge. For example, the difference between the multiplication rule of rational numbers and the multiplication rule of primary school mathematics is only to determine the symbol of the product, and the focus of the explanation should be the symbol rule. For example, when explaining the basic nature of the score, we can introduce the explanation through the basic nature of the score, so that students can have a feeling of deja vu when studying.

Secondly, from the perspective of concept teaching, primary schools do not have high requirements for mastering concepts, only pay attention to calculation, and students mainly memorize mechanically, generally solving problems with a set of models; In junior high school mathematics, the requirements for mathematical concepts have been strengthened. Since the seventh grade, concepts such as positive number, negative number, opposite number and absolute value have appeared. If the students with learning difficulties still adopt the method of mechanical memory for these concepts, it is far from feasible. For example, it is not possible to understand the concept of negative numbers only as "numbers with negative signs" because it also involves operations. For another example, even if you have a thorough understanding of the three conclusions of A, you will feel at a loss when you meet the discussion of A-3. Therefore, it is necessary to change and compare concepts, positive examples and negative examples, so that students with learning difficulties can understand the meaning and essence of concepts and solve practical problems through the concepts they have mastered.

3 to stimulate students' interest in learning mathematics

(1) Harmonious teacher-student relationship and pleasant learning environment

As the saying goes, "only by teaching can we learn the truth." If students with learning difficulties have a good impression on a teacher, they will be interested in the teacher's class and will make great efforts to learn this course, so their grades will be improved. Therefore, teachers should go deep into them, care for them and respect them, so that students with learning difficulties can feel that we are not only a respectable teacher, but also intimate friends they can trust, so as to have a sense of trust and closeness to teachers, accept us psychologically, recognize us, and then accept math courses. At the same time, in the classroom, teachers should face all students, pay attention to the survival and development of each student, especially the students with learning difficulties, and understand their playfulness and naivety. When raising every question, we should fully consider the practical ability and interest of the students with learning difficulties from the choice of methods to the degree of difficulty. Every word of encouragement, every appreciative smile and every warning eye should be full of love, so that the students with learning difficulties can have pleasure and affinity.

(2) diversification of classroom forms

It is hard for us to imagine dozens of students in a class getting together. What would the classroom look like if the teacher on the three-foot platform did not have a good ability to control the classroom? Because of their nature, students are usually either playful or active. Even if a bird flies outside the window, it will lead their eyes to the distant sky. In addition, some mathematics knowledge is boring, which is difficult to arouse their interest in learning, not to mention that students with learning difficulties can't understand it in class. Therefore, in the process of teaching, we should change the monotonous teaching mode in the traditional classroom and adopt various teaching methods according to the content of teaching materials, the structure of mathematics knowledge and the actual situation of students (taking full care of students with learning difficulties). For example, by creating interesting situations, we can strengthen the connection between mathematics and life and stimulate the interest of students with learning difficulties in learning mathematics. Taking the characteristic teaching of parallel lines as an example,

① Review and consolidate. Review the concepts of congruence angle, internal dislocation angle, internal angle on the same side and the condition that two straight lines are parallel. As shown in the figure:

∫≈ 1 =∠2 (known) ∴ A ∨ B. ();

∫∠3 =∠2 (known) ∴ A ∨ B. ();

∵∠ 2 +∠ 4 = 180 (known) ∴ A ∨ B. ().

At the beginning of the class, review what you have learned through exercises, take care of the knowledge defects of students with learning difficulties, and lay the foundation for the study of this class.

② situational introduction. As shown in the picture, it is a trapezoidal incomplete jade excavated by the world-famous Sanxingdui Archaeology. It is known that ∠ A = 1 15 has been detected from jade tablets.

∠ D = 100。 Given two bases of a trapezoid, AD∨BC, can you find the degrees of the other two angles?

Generally speaking, students with learning difficulties are not interested in book knowledge, but they are particularly interested in extracurricular knowledge. Therefore, while introducing archaeological knowledge, interesting questions are put forward to stimulate students' curiosity and curiosity, and then new courses are introduced.

3 exploration and discovery. Activity content: It is known that straight lines A and B are cut by C into A∑B, so let the students draw their own pictures that meet the requirements, and then ask questions.

A. Cooperation and communication 1: Find the isosceles angles in the picture and guess what their relationship is. Can you find a way to confirm your guess?

B. cooperation and communication 2: find out the inner corners in the picture and guess what their relationship is. Can you find a way to confirm your guess?

C. Cooperation and communication III: Are there any other corners in the picture? What must they do? Tell me how you came to the conclusion.

After students think independently, they will discuss the above problems in groups and study cooperatively. So that there is no blind spot forgotten or ignored in the classroom, which fully embodies the democracy of the classroom and the fairness of education. At the same time, teachers can give necessary guidance to students with learning difficulties and encourage them to express their opinions boldly and dare to question.

D. Teachers and students summarize the characteristics of parallel lines.

4 consolidate exercises. Activity content: a. Complete the following blanks.

I. BC ∫ AD ∨ Year (known) ∴∠B=∠ 1. ()

B, ∫ab∨CD (known) ∴∠D=∠ 1. ()

C, ∫ad∨BC (known) ∴∠ C+∠ D = 180 ()

B, as shown in the figure, AB∨CD, AD∨BC,

Find out the equivalence or reciprocity with ∠ADC respectively

Make up the angle

C, solve the problem of example in situation introduction.

The purpose of consolidation exercise is to implement the foundation. Students who are new to new knowledge are often unfamiliar (especially those with learning difficulties) and need a practice process to make new knowledge familiar and skilled. And the design of consolidation exercises should be gradient, which should not only fully take care of the needs of students with learning difficulties, but also meet the requirements of other students.

(4) Comparative findings deepen understanding. Fill in the form below and think about their differences and connections:

Characteristics of parallel lines

Conditions of parallel lines

Teachers and students * * * together to sum up:

At this time, comparing the characteristics of parallel lines with the conditions of parallel lines and finding out the differences and connections between them can not only review old knowledge, but also deepen the understanding of new knowledge for students (especially those with learning difficulties).

In addition, teachers should be good at using humorous language, vivid metaphors and interesting examples to stimulate students with learning difficulties. For example, when learning the concept of absolute value, some students with learning difficulties can't understand it for a while. Teachers can make an image metaphor: compare the number in the absolute value symbol to a "suspect", but when removing the absolute value symbol, we must prove whether it is guilty or not, so as to remove the shackles, that is, whether to add a negative sign in front of it.

4. Pay attention to the cultivation of mathematical habits

Statistics of teaching research at home and abroad show that for the vast majority of middle school students, 20% of academic performance is related to intelligence factors and 80% is related to non-intelligence factors. Habit plays an important role in non-intelligence factors. Therefore, in order to transform students with learning difficulties in mathematics, we must also start with cultivating their study habits.

(1) Cultivate the habit of previewing.

Many students have no habit of previewing, let alone students with learning difficulties. Therefore, while stimulating students with learning difficulties' interest in mathematics learning, teachers encourage them to preview before class, mark the knowledge they don't understand in the preview, and find out the reasons why they don't understand, depending on whether it is the problem of basic knowledge or understanding. If it is a problem of basic knowledge, make up consciously by asking teachers or classmates to prepare lessons fully; If it is a question of understanding, you should listen carefully and remember carefully in class. Ask if you don't understand, and try to digest it in class. For those students with learning difficulties who don't know where to preview, teachers can design a preview outline. For example, when talking about "similar items", students are required to preview before class, initially understand the content of this lesson, and then complete the following questions:

1. What are similar items?

B what must be the same and what can be different in the definition of similar items?

C. how to merge similar projects?

D, can you give an example of similar items and the method of merging similar items?

(2) Cultivate the habit of listening attentively in class.

For most students with learning difficulties, the common problem in class is inattention and easy desertion. Therefore, teachers should provide more opportunities for students with learning difficulties on the basis of mobilizing their enthusiasm for learning. If students with learning difficulties are absent-minded in class, teachers can warn them by asking them some simple questions or giving them a caring look, so that they can devote themselves to their studies with a positive attitude.

(3) Cultivate the habit of reviewing in time.

Students with learning difficulties have a poor grasp of knowledge. If they don't review in time, they will easily forget their knowledge and make the progress they have just made go to waste. Therefore, teachers can encourage students with learning difficulties to review the meaning and derivation of concepts, formulas and theorems through unity and cooperation, so as to deepen their understanding of knowledge.

(4) Cultivate the habit of finishing homework on time.

Generally speaking, most students with learning difficulties can't finish their homework. Some students are lazy and lazy; Some students want to do it, but they can't. In view of various situations, teachers can divide homework into compulsory questions and multiple-choice questions, which not only conforms to the situation of students with learning difficulties, but also meets the learning needs of other students. At the same time, help groups are formed to arrange students with learning difficulties to do their homework together, which not only plays a supervisory role, but also helps students with learning difficulties to solve the difficulties encountered in their homework.

(5) Cultivate students' habit of summing up mistakes.

For most students with learning difficulties, similar mistakes always appear repeatedly in their studies. Therefore, the teacher should guide them to deepen the memory of this part of knowledge, and suggest that each of them should have a "wrong problem book", sort out the problems they made wrong, and take them out when studying and reviewing exams at ordinary times to prevent similar mistakes from happening again.

5. Help students to make practical math learning plans.

If you pay attention, you will find that a considerable number of students with learning difficulties are blind and casual in their learning activities. Although they also want to improve themselves, their willpower is not strong. I often leave my study behind, playing, chatting, surfing the Internet, watching TV and so on. And there is no study plan, which is also an important reason to hinder the development of underachievers. Therefore, teachers should help students make feasible study plans.

(1) scheme should be fully considered.

The focus of the study plan should consider the arrangement of study time, but the study of mathematics is a part of students' life after all, and we can't spend all our time studying mathematics except eating and sleeping. Mathematics learning must be organically arranged with the learning and activities of other disciplines. In addition, entertainment and exercise should also be included in a reasonable plan. Make a reasonable and specific study schedule, so that students can effectively implement it according to their own characteristics and physiological laws.

(2) The goal of the plan should conform to the students' reality.

The plan should be based on the actual learning situation of students, and the goal should be higher than the reality, but not unattainable (the plan must pay attention to the supplement of basic mathematics knowledge). If you ignore the actual situation and blindly improve your own requirements, you will find it difficult, nervous, and even too demanding to achieve, so the plan will become a piece of waste paper, useless, and dampen the enthusiasm of students, with the opposite result.

(2) Pay attention to the effect and check it in time.

After the implementation of the plan for a period of time, teachers should help students check the effect, so as to adjust it in time, make the plan more feasible, and also play a role in urging students to implement the plan. In the process of completing the plan, teachers should discover students' progress in time, give them appropriate praise, let them feel the joy of success, and thus establish confidence in learning mathematics well.

6 diversification of teaching evaluation

There are always great differences between students, both physically and psychologically. We should admit differences, allow differences, educate and evaluate differences equally, and not simply and rudely evaluate students with uniform standards. Students with learning difficulties should be given more respect and care for their unique inner world. Understand the psychological state and feelings of each student with learning difficulties in mathematics learning activities, deeply tap their potential, carefully find their bright spots, give full affirmation and reasonable evaluation, and make the students with learning difficulties feel that they are concerned, respected and affirmed by others like other students, thus igniting hope in each student with learning difficulties, forming the motivation to study hard and promoting their differences and progress.

(1) Make a progress card for math scores. Teachers use exquisite cards to make a progress card for each student's math scores, and use dotted lines to draw the progress of students' math scores, so that each student can intuitively understand their own learning progress and promote their own progress.

(2) Guide students to evaluate themselves vertically. Teachers guide students to stick to the comparison with their own past, and students' academic achievements are always good and bad. As long as you work hard, even the last few students, even if they only improve by 3 or 5 points, are all progress, and teachers should give full encouragement.

7. Help families establish correct educational concepts.

Parents play a vital role in the transformation of students with learning difficulties. Therefore, teachers can help parents to establish a correct concept of educating their children by holding parent-teacher conferences or conducting home visits, so that parents can clearly understand their responsibilities and pay attention to the way of education. Don't scold children because their grades can't meet their expectations, which will make them rebellious. At the same time, let parents know that children's learning is not just a school matter. It depends on the joint efforts of parents and teachers. Parents should give full play to their supervisory role, try to be considerate, tolerant, strict with themselves and reasoning, talk with their children more often, eliminate the gap between children and parents, and create a good family environment for students' study.

In short, the transformation of students with learning difficulties in mathematics is the core part of the transformation of students with learning difficulties in junior high school, which requires the long-term unremitting efforts of all mathematics teachers. The key to the transformation of students with learning difficulties lies in teachers. In today's new curriculum reform, as junior high school math teachers, we should actively participate in it, update our educational concepts, improve our own quality, and make our own contributions to the transformation of junior high school students with learning difficulties.