First, strengthen the ideological education of underachievers, change their learning concepts and promote their learning motivation. "Thought is everything that dominates a person." . These underachievers lack learning motivation, learning concepts can't keep up, and lack autonomous learning. In order to change this situation, we must start with their ideological education, combine the content of teaching materials to educate students in ideological and moral education, and introduce the deeds of typical advanced figures. For example, Hong Zhigong, known as "Zhang Haidi", suffers from "progressive myasthenia gravis". At present, there is no therapeutic drug for this disease at home and abroad, which will eventually lead to paralysis or even death of patients. However, Hong Zhigong, who is physically disabled and determined, is constantly striving for self-improvement. In the face of difficulties that ordinary people can't overcome, he stubbornly struggles with fate. He opened a small barber shop and a small bookstore to support himself; It took him a year to write his own experience into a novel of 270,000 words-Smile in Pain. In a rough way, he truly described how a disabled young man living at the bottom of society responded to successive disasters and lived with dignity in the face of suffering, which reflected the author's excellent character of challenging fate and self-improvement from a unique perspective. Through the deeds of these typical advanced figures, we can promote their learning motivation, establish their learning confidence, correct their personal learning attitude and overcome their difficult learning spirit. Therefore, ideological education has special educational significance for stimulating the learning motivation of underachievers.
Second, teachers should treat underachievers equally, which is an important condition for them to accept learning. Generally speaking, the self-esteem of underachievers is extremely fragile, and they all hope to get respect and understanding from teachers and classmates and help them. Therefore, in classroom teaching, don't discriminate, satirize and expose the shortcomings of underachievers, so as not to stab their hearts, stifle their self-confidence in learning and encounter a cold empathy. In the process of mathematics teaching, give them more care and help, let them integrate into the class as soon as possible, and feel the warmth brought by teachers and classmates. When asking questions to underachievers, we should give them a trusting look. When encountering difficulties, we should patiently guide the underachievers to get rid of the psychological burden and take the initiative to accept learning, so that we can overcome the difficulties in learning and produce better teaching results. For example, Wang Hua, a classmate in my class, has poor academic performance. He is usually unwilling to do his homework and never answers questions. Once in class, I found that he didn't do it. I walked up to him and asked him gently, Do you know what this is? He said, do you know his formula for calculating the volume of a cylinder? What is known? He picked up a pen and calculated it, and the result was correct. I invited him to perform on the blackboard and encouraged him in the process of collective review. Since then, he seems to have changed. In every math class, he does exercises carefully and answers questions actively.
Third, improve teaching methods and cultivate the interest of underachievers in learning mathematics. "Compulsory learning without interest will stifle students' desire to seek truth. "Underachievers, in particular, are often not interested in learning, especially those boring exercises and incomprehensible mathematical concepts, rules and formulas in class, which are a burden for them. Some underachievers may have poor foundation, while others may have poor thinking ability. Therefore, teachers should pay attention to improving teaching methods to maintain and improve students' interest in learning. According to the different characteristics of teaching materials, teaching methods should be eclectic, flexible and diverse, and choose materials close to their lives, so that they can fully integrate into mathematics learning, promote their knowledge, study problems, broaden their horizons and stimulate their interest in learning. At the same time, in the teaching process, it is necessary to reduce the learning difficulty of underachievers as much as possible, from shallow to deep, from concrete to abstract, from simple to complex, so that underachievers can gradually understand and master the knowledge they have learned. When asking questions to underachievers, the questions should be appropriate, so that they can answer the questions through personal thinking as much as possible. Usually, we should pay attention to the progress and bright spots of underachievers, give timely encouragement, patiently motivate underachievers to make progress, and consciously cultivate their interest in learning.
Fourth, create an atmosphere of learning and mutual assistance in the class. First, establish a "study mutual aid group" in the class to strengthen cooperation and mutual assistance among students. This is conducive to enhancing the cohesion and cooperation consciousness of the group, giving full play to the group strength of the group, stimulating the learning enthusiasm of the underachievers and cultivating the spirit of cooperation and mutual assistance of the students. Set up a learning support group to promote underachievers through outstanding students, so that underachievers can learn the good learning atmosphere of outstanding students and promote the progress of * * *. It is of great help to improve students' academic performance, so as to achieve the goal of reducing underachievers.