[Keywords:] Students with learning difficulties mathematical performance practice
【 China Library Classification Number 】 G633.6 【 Document Identification Number 】 A 【 Document Number 】16746058 (2016) 260026
After entering the middle school stage, with the increase of knowledge difficulty, especially mathematics knowledge, some students gradually can't keep up with the teacher's teaching ideas, lose interest in mathematics learning, and even hate mathematics, and gradually become students with learning difficulties. In actual teaching, some teachers are biased against these students with learning difficulties, thinking that they have no talent, are not expected to learn math well, turn a blind eye to them, and some parents lose confidence in their children. This makes students with learning difficulties be left out in the cold and lose confidence. In this way, a vicious circle has been formed. This phenomenon should attract the attention of middle school math teachers and even the whole education circle. In mathematics teaching, teachers should pay attention to transforming students with learning difficulties, so that they can turn "learning-weariness" into "learning-pleasure" and improve their mathematics scores. I think we can help them improve their math scores from the following aspects.
First, change the concept of teaching, find reasons from their own
Students with learning difficulties in mathematics exist objectively and are not terrible in themselves. The terrible thing is that teachers' teaching concepts are outdated and biased against students with learning difficulties, which requires teachers to establish the view that any student with normal intelligence has the foundation and potential to learn mathematics well; There are no students who can't teach well, only teachers who can't teach well. As teachers, we should trust students with learning difficulties, approach them actively, make friends with them, care and infect them with our true feelings, cheer them up, make them feel warm and see the hope of learning mathematics. Only by respecting, understanding and trusting students with learning difficulties can teachers change students with learning difficulties.
To put it another way, teachers themselves shoulder the heavy responsibility of "preaching, teaching and solving doubts", which includes developing the potential of every student. If the student doesn't understand, the teacher has the responsibility to teach him how to learn. Therefore, if teachers want their teaching to truly reflect the integrity of quality education, they must start with being kind to students with learning difficulties, establish a scientific view of students and help them improve their academic performance.
Second, the investigation and analysis of students with learning difficulties, teaching students in accordance with their aptitude and promoting them at different levels.
There are many reasons why students with learning difficulties do not achieve satisfactory results in mathematics. Some students with learning difficulties have weak thinking ability; Some students with learning difficulties are not interested in mathematics learning; Some students with learning difficulties are too lazy; Some students with learning difficulties lack self-confidence; Some students with learning difficulties have improper learning methods; And so on. Teachers should conduct a comprehensive investigation and analysis of every student with learning difficulties, make a scientific diagnosis and prescribe the right medicine. The methods are as follows: first, give individual guidance according to the situation of students with learning difficulties, including care from life, inspiration from thought, guidance from methods and guidance from specific learning content; Second, students with learning difficulties should be divided into several levels according to their different development levels and basic conditions, so that they can be treated differently in classroom teaching and different learning tasks can be designed for students at different levels. Especially in classroom questioning and homework assignment, we should teach students in accordance with their aptitude, so that students at different levels can get maximum development. This is our goal of "facing the whole".
Third, take various ways to stimulate the learning interest of students with learning difficulties.
Teachers can start with preparing lessons, consciously tap teaching material resources, and stimulate students' patriotism and national pride. For example, when teaching pi, we can introduce the contribution of Zu Chongzhi and his son and their prominent position in the history of world mathematics; When teaching the concept of "even and odd integers", we can introduce the conjectures of Chen Jingrun and Goldbach. At ordinary times, you can also introduce China's ancient mathematical works in combination with teaching materials, such as Zhou Pian Shu Jing, Sun Zi Shu Jing, Nine Chapters of Arithmetic, and Siyuan Encounter. In addition, teachers can tell stories about the application of mathematical knowledge in China's social production practice in past dynasties, and let them know that China is a hotbed of mathematical wizards.
Most students with learning difficulties lack self-confidence. We can use the class meeting and spare time to tell them some hard stories, such as Edison giving up mathematics for inventors; China is self-taught; China rural Waan Jinpeng struggled in adversity, and 1997 won the gold medal in the World Mathematics Competition ... Teachers can edify and infect these celebrities at all times and in all countries, and help them regain their confidence and study hard. Secondly, students can practice, experience the joy of success, make them believe that "I can do it" and establish confidence in learning mathematics well.
In addition, teachers can divide students with learning difficulties into several interest groups, and provide them with some interesting and potential math problems purposefully and consciously for their extracurricular thinking; Provide problems related to the teaching content but never touched by students, so that they can cooperate to solve them; Provide some wrong problem-solving methods for them to correct independently. Teachers can also organize group discussions for students with learning difficulties. For example, how can we deeply understand a mathematical concept? How to find a simple formula memory method? How many solutions are there to a problem? In the process of group discussion, teachers encourage students with learning difficulties to make bold guesses and innovations, and let them explore, discuss and solve problems by themselves. If they encounter problems that can't be solved, the teacher can give them appropriate guidance and explanation. For example, after teachers teach students with learning difficulties to solve the equation x2=4, they can try to practice: (x+1) 2 = 4; (x+ 1)2 = 8； (x+ 1)2=3。 Of course, teachers should choose appropriate teaching methods according to the actual situation of students in the class.
These are some of my practices, and the strategies to help students with learning difficulties improve their math scores need to be further explored by math teachers.