Summary of the work of cultivating top students and make-up students in mathematics 1 1. At the beginning of the semester, the work objectives are set as follows:
1, strengthen the routine management and inspection of training make-up.
2. Make up for the differences by cultivating excellent students, so that students can fully realize the importance of learning.
3. Carefully select the training objects to make up the difference.
4, conscientiously do a good job in student counseling, counseling at least/kloc-0 times a week, counseling should be targeted and feasible.
Second, the specific measures:
1, use the classroom time for video tutoring.
In class, I always ask top students more targeted and enlightening questions; Ask the underachievers some basic knowledge, so that they can make continuous progress. When underachievers make more mistakes in their homework, I will correct them face to face, point out the mistakes and guide them patiently.
When a small number of underachievers find it difficult to study in regular classes due to poor foundation, systematic counseling should be adopted to help underachievers make up for their knowledge defects, develop their intelligence and enhance their confidence in learning mathematics well. In addition, ask more questions to underachievers in class, praise them in time when they find their advantages and achievements, and improve their academic performance.
2. Personal tutoring in spare time
It is difficult to meet and adapt to the needs of different students in the limited classroom teaching time. Therefore, extracurricular tutoring is necessary as a supplement to classroom teaching. For top students, I plan to make extracurricular materials for them to read, assign demanding homework for them to think independently, and assign them to coach other students, so that their knowledge can be extended to a larger field. At the same time, every afternoon before class, the underachievers will be given counseling to consolidate the basic knowledge learned that day, and individual counseling will be given to students with particularly poor mastery. Usually let them have some competitions between underachievers, such as: see who makes rapid progress, see who gets full marks in homework and see who gets good grades.
Parents and teachers should cooperate.
I arrange appropriate learning content, let parents help to coach the underachievers at home, let the top students introduce their learning experiences regularly, and let the underachievers sum up their progress.
Thirdly, I paid attention to the following points in the training:
1, do not discriminate against students with learning difficulties, do not condone outstanding students, and treat them equally.
2, often contact with parents, mutual understanding of students at home and at school, * * * cooperate to promote students' homework, cultivate interest in learning, establish learning confidence.
3. Check and evaluate students' homework in time.
4. Make a study plan according to the actual situation of excellent and poor students.
Summary of the work of cultivating top students to make up for math differences from the first semester, I can implement it step by step according to the actual situation, so that students can develop better. Through internalized education, students' learning motivation and enthusiasm are greatly mobilized. No matter the top students or poor students, they can now make clear their learning goals, not for others, but for themselves. The learning atmosphere has changed obviously compared with before. It used to be "I want to learn", but now it is "I want to learn".
Judging from the basic situation of our class, students' mathematics is generally good, but some students have encountered great difficulties in mathematics learning. Therefore, I think it is necessary to make achievements in the education of "cultivating excellent students to help the poor" and implement the effect of "cultivating excellent students to help the poor". In view of some specific manifestations of students' learning activities in our class, such as weariness of learning, poor study habits, frequent mistakes in the learning process, etc., I have adopted the method of "cultivating the best and making up the poor" with hierarchical and classified teaching and personalized education as the main part, and achieved certain results.
First, the implementation of hierarchical classification teaching
The so-called hierarchical and classified teaching is to treat students differently in various educational and teaching activities, and to teach according to their learning level and study habits, so as to meet the individual needs of different educational objects and promote the coordinated and healthy development of all students.
In the process of education and teaching, it is a means to make students with different intelligence and personality develop gradually in all aspects, from small success to great success, from one success to many successes, from individual success to overall success, so as to achieve teaching success. In the practice of implementing hierarchical and classified teaching, my specific methods are as follows:
1. According to the math scores of students in our class, students are divided into three grades: A, B and C. Different groups adopt different standards in learning progress, class difficulty and assessment requirements. Moreover, the grouping situation is dynamically managed. If students in Group C reach the level of students in Group B through examination, they can enter the previous group. On the other hand, if students are seriously behind in their grades, they may fall into the next group.
2. In addition, there are some specific measures to embody hierarchical teaching: after-school counseling, the "tutorial system" is implemented for top students and the "consultation system" is implemented for "underachievers". If deficiencies are found, different measures should be taken accordingly, such as: strengthening simplified calculation for those who cannot simplify calculation; If there are problems in the application of mathematical formulas, strengthen the understanding and application of formulas; Different questions adopt different methods.
Second, the implementation of personalized education
Because everyone's innate quality, family conditions, cultural foundation, growth environment and social background are different, each student also has his unique personality, and the difficulties among students are also very obvious. In teaching, I can also consider students' development from the perspective of students' personality, cultivate students' independent personality, develop students' individual talents, and make students improve their comprehensive quality more consciously, fully and actively.
Generally speaking, although I have made some achievements in the work of "training excellent students to help the poor", the students have achieved good results in the final exam. 10 scored 100, 7 students scored more than 90 points and 2 students failed. Of course, there is still room for the progress of this class. I hope the students can get excellent grades in their future middle school study and life.
Summary of training students to make up the difference 3 This semester, I made a detailed analysis of the specific situation of students, made clear the goal of training students to make up the difference, and made a plan for training students to make up the difference. The training and make-up lessons this semester are summarized as follows:
I. Basic information
There are 43 students in the second grade I teach.
1, 5 students with learning difficulties in mathematics. They are Huang Hailing, Li Yan, Long Zongkuang, Teng and Zhou Fuhe. Among them, Teng and Zhou Fuhe are characterized by slow speed. Li Yan, Long Zongkuang's study habits and behavior habits are poor, and there are many small moves in class and they are not focused. Huang Hailing has some mental retardation.
2. The top students are: Lu, Teng Jinshun, Qin Yueran, Teng Shao, Zeng Rujin, etc.
Second, the main measures
1, in the classroom, create opportunities for students with learning difficulties, in the process of answering questions, timely understand their knowledge, teach students in accordance with their aptitude, and prescribe the right medicine.
2. Encourage and praise students with learning difficulties to affirm and praise their progress in time. And encourage them to keep forging ahead, stimulate their enthusiasm and sense of accomplishment, enhance their self-confidence and improve their interest in learning mathematics.
3. The creation of classroom situations should be vivid and create opportunities for students at different levels through various activities. We should not only give students with learning difficulties the opportunity to answer questions, but also try to use the thinking method of top students, that is, the thinking method of students. Don't impose my thinking on students, give them room to think.
Take action to help a gifted student to help a student with learning difficulties.
5. Carry out basic exercises for students with learning difficulties and appropriately increase the difficulty of questions and divergent thinking training for outstanding students.
6, more contact and communication with children, using the methods of conversation and observation to understand the basic situation of each child.
7. Fully understand the current learning methods of students with learning difficulties, give correct guidance, strengthen the cultivation of learning habits, cultivate good behavior habits and standardize the steps of doing problems, clarify the methods of doing problems, and set learning goals.
8. Ask parents about their children's past learning attitudes and habits, and find out their progress and shortcomings through comparison.
Third, cooperate with the teaching activities organized by the teaching of this subject.
1, oral calculation.
2. Written calculation
3. Multiplication formula
It takes great efforts to help students with learning difficulties. Although there is little effect after tutoring students with learning difficulties, I always believe that every child is excellent! In the future teaching work, I will continue to do a good job in cultivating outstanding students to make up for poor students, not only to cultivate their "high scores" but also to cultivate their "high energy" so that they can truly become "leaders."
For students with learning difficulties caused by poor study habits, improper methods, unclear goals and poor learning foundation, I will analyze specific problems and teach students in accordance with their aptitude.
Summary of training students to make up for the differences in mathematics 4. Training students to make up for their differences is an important part of teaching. In learning, due to individual differences, learning interests, learning habits and many other factors, students' learning effects are always different. If students' learning is not properly adjusted, it will cause serious polarization. Next, I will summarize the training and make-up work this semester.
The situation of the two classes in grade five is different. There are many gifted students in Class One, Grade Five, and these students can play a very good role in driving. The students in Class Two, Grade Five are average in overall level, with fewer gifted students and more underachievers. Therefore, we should treat the work of training and making up the two classes differently.
First of all, before giving effective counseling to students, we should fully understand their inner feelings and their psychological conditions.
1. Understand students' minds, personality habits and family situation, and make up for students' specific problems.
2, do a good job in students' ideological work, often talk with students, care about underachievers, give underachievers confidence in learning, and stimulate their enthusiasm for learning.
3. Understand students' learning attitudes, habits and methods. So as to provide corresponding counseling according to the students' mentality.
4. Contact students' parents regularly to learn more about students' family and life.
Secondly, we should take various measures to do a good job of grasping both ends and promoting the middle, cultivate excellent primary teachers and give play to the role of students as role models. According to the actual situation of eugenics, make a study plan, give them more difficult questions to practice, create as many opportunities as possible to ask questions in class, and improve the difficulty of the questions. For students with learning difficulties, practice and explain the corresponding topics according to their degree, and group the selected underachievers, and make up lessons at regular intervals every week, so as to achieve the goal of gradual progress.
Finally, through some measures to cultivate excellent students and make up for bad students, the excellent students in both classes have made some progress. Generally speaking, Class One has a positive learning attitude and presents a competitive learning atmosphere. Gifted students can play a good demonstration role and urge underachievers to learn. In the overall atmosphere, underachievers have also made great progress in their homework and listening.
The overall situation of Class Two has improved, but compared with Class One, the top students in Class Two can actively ask questions and communicate with teachers, but they are a little impetuous and not stable enough. Underachievers can complete the tasks in class and make up for their mistakes, but they are relatively dull as a whole, so they make little progress.
The work of cultivating the superior and making up the inferior needs to be more detailed, and we can't just pay attention to the superficial form. The work of cultivating excellent students should be improved to a certain extent, and higher requirements should be put forward for gifted students. The guidance of underachievers should be targeted, each student's foundation is different, each student's study habits are different, and the knowledge he can't understand is different. It is necessary to provide targeted individual guidance.
Math 5 time passes quickly, and this semester is coming to an end. Looking back on this semester's work, the teaching work is still very tense. In our creative education, the work of "underachievers" is one of the most difficult bones to chew.
Why is there such a big difference between students in the same classroom, the same teacher and the same learning environment? I have to say that students themselves are indeed different, and the gap is getting bigger and bigger because of family and other reasons.
Some students have poor comprehension and memory. It takes them two or three times more time to learn the same knowledge than most ordinary students, and even if they learn it, they will soon forget it. When tutoring some underachievers, they will always raise their voices involuntarily. In fact, only by thinking calmly can they know that they need encouragement more, and what they lack may be self-confidence.
To do a good job in the transformation of underachievers, we must first change their psychology, find out the reasons and help them overcome obstacles. In the specific psychological counseling work, I feel that underachievers are not really unable to learn, and even some students are very smart, but they are either not interested in learning enough, or they are always careless about learning. In my opinion, there are two kinds of underachievers. One is that they are too lively and don't study hard. One is too introverted, easily distracted in class and doesn't ask questions. The first one is often very clever, but it is difficult to use it in learning. In this regard, we should be strict with them and put forward strict requirements and what must be completed. In other words, "compulsory" means to let these students study.
Coupled with the combination of kindness and prestige, it is both strict and harsh, which makes students change from passive learning to active learning. To this end, I implement the "positive card" system in my class, so that students can take the initiative to answer questions and improve their learning enthusiasm. The second kind of students' learning efficiency is not high and their reaction speed is slow. They are always trapped by a knowledge and a topic, which will affect their future study. They are always silent and don't answer questions in class, which makes them easily distracted and inactive. For such students, teachers should help these students find their own position, help them solve stumbling problems in their studies, encourage them, let them know that others can do it, and I can do it, give them the opportunity to answer questions in class, and ask for leave to tutor alone.
I demand stricter homework inspection for underachievers, because some students copy other people's homework, but they still can't do it. If this phenomenon is not discovered in time, underachievers will always fish in troubled waters and deceive themselves, and it will be difficult to make up for it in the future. Pay attention to each student's homework, insist on commenting on these students' homework face to face every day, and ask them to speak freely.
A good learning atmosphere is beneficial to the whole class. For gifted students, their answers in class should be well-founded, accurate and comprehensive, observe classroom discipline, do not answer questions or even speak at will, and give other students time to think. Encourage group cooperation in class, let these talented students play their roles and promote learning in groups. Let each of them ask questions regularly after class, and then find some slightly more difficult questions from the counseling materials to do, and form a small learning team after class.