First, counseling ideas

In order to make the whole class learn knowledge well, we must do a good job in transforming students with learning difficulties. In the transformation of students with learning difficulties, the class teacher should pay attention to the cultivation of non-intelligence factors and intelligence factors of students with learning difficulties and adopt appropriate and effective methods besides pouring love, discovering bright spots, teaching students in accordance with their aptitude and doing repeated education.

Second, students with learning difficulties Wu Yuxuan Liang Hao Zhang Xinying

Third, analysis of the causes of students with learning difficulties

1. Family reasons for the formation of students with learning difficulties: parents' bad words and deeds directly affect the healthy growth of children, and parents' supervision is unfavorable.

2. School reasons for the formation of students with learning difficulties: teachers' poor ideological education and one-sided pursuit of achievements. The persuasion of underachievers was not timely and there was no effective method, so I relaxed my requirements.

3. Social reasons for the formation of students with learning difficulties: people's outlook on life and values are constantly changing with the trend, and some students are influenced by erroneous ideological trends such as money first, hedonism and the futility of reading, which deviate from the road of healthy growth.

4. Other intelligence factors: Many smart students are afraid of hardship, frustration and hardship. Retreat when encountering difficulties. When they encounter setbacks, they lose confidence and courage, and even have abnormal psychology. They always feel that teachers and classmates look down on themselves and are nothing like others, so they break the jar and fall, don't learn by themselves, and don't want others to learn. Finally, enter the ranks of double poor students.

Four, counseling measures for students with learning difficulties

Counseling students with learning difficulties can start from the following aspects.

1, cultivate the self-confidence of students with learning difficulties. Only by establishing the self-confidence of underachievers can we find a breakthrough point in our transformation work.

2. Educate underachievers in a scientific way.

3. More tolerant of students with learning difficulties, less blame. To achieve "three hearts": sincerity, love and patience.

4. The head teacher should not only pay attention to cultivating the learning interest of underachievers. Pay attention to cultivate the stability and concentration of their interests, so that underachievers have perseverance and perseverance, concentrate on their studies, strive for perfection, seek pleasure from boredom and seek happiness from difficulties.

As a class teacher, we must try our best to cultivate strong will.

6 the teacher's counseling should be timely.

7. Family cooperation is the external condition for transforming students with learning difficulties. The influence of parents on students' growth is obvious and extremely important. The head teacher can communicate with parents through parent-teacher conferences, parent-teacher conferences and home visits.

8. Make bold attempts and reforms in education and teaching methods. The specific method is as follows:

Teachers should think of students with learning difficulties when preparing lessons, prepare for the transformation of students with learning difficulties, and clarify the difficulties and mistakes that students with learning difficulties are prone to make. Teachers prepare lessons to ensure the quality of teaching and transform underachievers.

(2) Teachers should think of students with learning difficulties in class. First of all, teachers should break down difficult, big and deep questions into smaller, easier and shallower questions in class, so that students with learning difficulties have a chance to answer them, instead of leaving them unattended in the corner. Second, we should think of underachievers when operating and encourage students with learning difficulties to actively participate. It is important to participate, and they are not allowed to be shelved and ignored. Third, control the problem of students with learning difficulties violating discipline in class.

(3) When assigning homework, we should think of students with learning difficulties and let them "eat small stoves". First, we should take care of them in quantity, and we should only be accurate, not too much, and our homework can be halved. For students with special learning difficulties, we can even use class notes instead of homework. Secondly, in terms of difficulty, students with learning difficulties only need to do basic problems, but not difficult ones.

(4) Teachers should give priority to students with learning difficulties, and teachers should make full use of self-study time in the morning and evening to give patient guidance to students with learning difficulties.

(5) When correcting homework, think of students with learning difficulties. Underachievers' homework should be given priority, corrected face to face and carefully, and not simply marked "√" or "×". We should not only mark mistakes, but also help underachievers find out the reasons and correct them. When evaluating classes, we should think of students with learning difficulties, and give full affirmation to students with learning difficulties even if they make little progress. On this basis, give full play to the power of group effect and carry out the "One Help One Red" activity to help students with learning difficulties catch up as soon as possible.