When the seventh-grade freshmen first entered school, a student in my class always asked me such a question, "Is there any math in the teacher's self-study class this afternoon?" What is the math evening self-study today? "After a long time, I paid attention to him and found that he was inattentive in class and his math homework was a mess. So I used my spare time to chat with him. He said to me, "Teacher, I didn't like math since I was a child. I have a headache when I see calculation problems and application problems." When I was in junior high school, my parents were afraid that I would choose a math class teacher if I didn't study math. "I didn't criticize or reprimand at the time. I told him, "If you don't learn math well in primary school, it doesn't mean that you don't learn math well in junior high school. I believe I will help you get rid of the dilemma of math study. "In the next period of time, I often chat with this classmate. Whenever I find that he has made a little progress in the process of mathematics learning, I will give him praise and encouragement in time to make him happy in his study. Gradually, he changed from silence in class to active speech; From fear of taking math classes to hope to take math classes; The math score was raised from the original failing grade to 890.
Second, classroom teaching pays attention to the combination with real life, which reduces the difficulty of pure knowledge teaching.
Mathematics originates from life and guides life. Introducing mathematics knowledge from life into the classroom can not only reflect the social significance of mathematics, but also stimulate students' thirst for knowledge to the maximum extent. In the teaching process, starting from the existing experience of students with learning difficulties, I vigorously collect the realistic background related to mathematics, so that they can personally experience the formation and development of knowledge. For example, when I was teaching the section "Understanding the Circle", I asked some questions: Why do wheels have to be round? Can I exchange it for another shape? Why? In order to enhance the curiosity and thirst for knowledge of students with learning difficulties.
Third, carry out colorful teaching activities to cultivate students with learning difficulties' interest in learning mathematics.
Teachers should be good at using humorous language, vivid metaphors and interesting examples to stimulate students with learning difficulties. For example, when teaching similar items, I designed a game of "looking for friends with similar items". For another example, when I talk about the relationship between the midpoint and the coordinates in the plane rectangular coordinate system, I take the students with learning difficulties to the rectangular coordinate system prepared in advance on the playground, so that they can feel and experience for themselves. In the activity, students not only mastered the knowledge, but also strengthened their enthusiasm to participate in mathematics activities, which greatly improved the learning interest of students with learning difficulties.
Interest is the best teacher. If students with learning difficulties are interested in mathematics learning, they will change from "being tired of learning" to "loving learning" and "loving learning", and their feelings for mathematics learning will arise spontaneously. There are many ways to cultivate students with learning difficulties' interest in mathematics learning. In teaching practice, I will further explore and summarize according to the teaching content, psychological laws and cognitive process of students with learning difficulties, so as to truly let students learn without being "sleepy", learn something and have fun.