Full of work and life, inadvertently passed. Looking back on the work during this period, there must be many difficulties and hardships. It is necessary to review and organize well and write a work summary. How to write a work summary to attract more attention? The following is a summary essay (generally 5 articles) collected by me for the transformation of students with learning difficulties, for reference only, and you are welcome to read it.
Summary of the transformation of students with learning difficulties 1 A semester has passed. According to the actual situation of the students in this class, I take corresponding measures to care for those students with learning difficulties and problem students. The changes in this school year are summarized as follows:
First, establish a democratic and equal relationship between teachers and students, so that students with learning difficulties can actively ask for progress.
Modern educational thought tells us that students with harmonious and healthy teacher-student relationship will happily receive education and be trained into high-quality talents to meet the needs of social development. The living conditions of students with learning difficulties in our class are ok, but they are highly dependent on their study and life, selfish and lazy, and are not interested in learning. Therefore, I must adopt various methods to understand the situation through various channels, treat them differently, give them more care, more affirmation and more help, and gradually establish a close and harmonious relationship. They feel kind and warm, which makes them feel at ease and willing to learn, and try to catch up with other students.
Second, the specific measures are as follows:
1. Work with students and parents to urge children's growth, formulate specific goals and measures for each step forward and adjust the pace of progress in time.
2. In view of the poor foundation of students with learning difficulties, give careful guidance, make detailed records, sum up advantages and disadvantages, try to make every student with learning difficulties understand and learn to catch up with other students as soon as possible.
3, regular examinations and tests for students with learning difficulties, timely understanding of counseling.
4. Let gifted students voluntarily form a "one-on-one" pair with students with learning difficulties, and use activity classes or extracurricular time for homework guidance.
5, often communicate with parents, so that parents can understand the growth and changes of students.
6, students with learning difficulties evaluation incentives
According to the results at the end of each semester, the results of these students with learning difficulties are compared with those of last semester, and the first, second and third prizes are awarded according to the proportion of ranking improvement. Those who have not improved will not be evaluated. Students who have made progress should be praised at the end of the term and awarded the "Progress Award" to show their encouragement.
I deeply feel that it is of great significance to help students with learning difficulties. Each of our teachers should personally walk off the platform, go to the side, bend down, care for them kindly, help them, give them strength and self-confidence, let these left-behind students try to catch up with the team and let them grow up healthily and happily.
Summary of the transformation of students with learning difficulties 2 I have been a teacher for xx years, and I deeply understand that teachers should care about and educate every student, but there are differences between them. Many factors lead to different academic achievements of students, so the so-called "students with learning difficulties" appeared. In order to transform "students with learning difficulties" into "excellent students", the following is my summary of the transformation of students with learning difficulties in the past year:
First find out the causes of students with learning difficulties and classify them accordingly.
Dialectical materialism holds that the internal cause is the internal contradiction of the development of things, and the external cause is the external contradiction of the development of things. External causes work through internal causes, which are the fundamental reasons for the development and change of things. Since we want to solve the problem of learning difficulties, we must find the internal and external causes of learning difficulties. Some students with learning difficulties lack interest in learning, and some students with learning difficulties have worked hard, but their grades have not improved due to the influence of methods or external factors. They think that they are not learning materials and gradually lose interest in learning. I call them "uninterested". Some students have bad study habits. Today, they study late into the night, tomorrow, the day after tomorrow or even a few days. I call it a "bad habit". Some students also study hard, but their ability to summarize and respond to emergencies is poor. If they know a problem, they will not be able to change the problem type. I call them "triple difference type". Some students have poor psychological quality. They usually answer questions actively and do well, but their test scores plummet. I call them "poor psychological quality". Some students have good family conditions. Influenced by family and society, they think reading is useless and they can make a fortune without reading. Therefore, they don't want to study at all. I call them "the futility of reading". Some students have poor physical fitness, but they study hard and often study late into the night. It is common to take medicine by intravenous drip, which will often delay their study and eventually become students with learning difficulties. I call them "poor physique".
Second, do targeted education for different students with learning difficulties.
We should take corresponding measures to help students who are "not interested" regain their confidence in learning, solve their learning difficulties, and often make up lessons for them in their spare time, so as to make it clear, eliminate learning obstacles, let their academic achievements catch up and gradually cultivate their interest in learning. For "bad habits", make a timetable, make a plan and set a task for students. Finish today's tick, start daily inspection, and gradually lengthen the inspection time. For the "three-difference type", first do the basic questions, patiently explain them, then practice them repeatedly, and then train them repeatedly with variant questions. For the "types with poor psychological quality", they are often asked to do problems on the blackboard, and they are also asked to give lectures and take quizzes in the office to gradually exercise their psychological quality. For "useless reading", first find the typical successful people to influence them, and further be a good parent, so that parents and teachers can be good students together. For students with "poor physique", let them do what they can, avoid aiming too high, take every step in front of them in a down-to-earth manner and combine work and rest.
Third, pay attention to the improvement process of students with learning difficulties.
1, hierarchical teaching, hierarchical homework, hierarchical examination. For students with learning difficulties, we should vigorously praise those who have made little progress at ordinary times, give material rewards when necessary, and maintain their enthusiasm for learning.
2. Form a study group. Our class is divided into 12 study groups, each with different numbers, ranging from three to four. There are good and bad members, who can help each other and set the group with improved performance as a successful model. In order to promote the progress of all students.
3. Every time I check my homework, I find the problems of students with learning difficulties, sort out and analyze them, and take corresponding measures to solve the problems, which has achieved good results.
4. Respect the privacy of students with learning difficulties, don't publish the results of each exam, talk with students with learning difficulties, eliminate their psychological burden, help them analyze the reasons for low scores, prescribe the right medicine and solve practical problems.
5, pay attention to the rebound, the transformation of students with learning difficulties is often not smooth sailing, often repeated, this is a normal thing, can not be considered as a failure of education. As an educator, we must never lose confidence, let alone let ourselves drift, and we must persevere. We should treat students' repetition correctly and fight a protracted war of repetition.
Fourth, take the initiative to approach students with learning difficulties and be kind to them.
Actively approach students with learning difficulties, make friends with them, influence them with teacher's love, give them enthusiasm and expectation, and stimulate their potential. At the same time, teachers must keep students with learning difficulties in mind, and never give up and despise students because of them. Special care should be given to students with learning difficulties in classroom teaching, and some relatively simple questions should be put forward as far as possible for students with learning difficulties to answer, so that they can establish self-confidence in front of their classmates. Give special preferential treatment to students with learning difficulties in the completion of various assignments and give appropriate preferential treatment to students with learning difficulties in the evaluation of test papers. Students with learning difficulties often care about the teacher's evaluation. Higher evaluation and inspiring words can make students have a goal to strive for and generate positive power. Always maintain a good attitude towards students. The teacher's bright smiling face is a flower that never fades in the students' hearts. You smile at the students, and the students will smile at you; You give students a ray of sunshine, and students give you a ray of sunshine!
Summary of the transformation of students with learning difficulties III. Students with learning difficulties generally refer to students whose ideological and moral qualities and academic achievements are temporarily behind the same grade. They lack self-motivation, have no good behavior habits and often make mistakes. Although the number of students is small, it has a great negative impact on the class. If the transformation of students with learning difficulties cannot be done well, the normal teaching order and learning routine of the class will be affected. Therefore, the transformation of students with learning difficulties is an important part of the work of class teachers. How to transform students with learning difficulties? Now talk about some of my experiences and practices in practical work.
First, find out the quality structure of class students and file for students with learning difficulties.
The reasons for the formation of students with learning difficulties are very complicated. From the external factors, it is mainly some bad influences from family and society. Internally, students have shallow social experience, little knowledge experience, poor right and wrong ability, weak will and withdrawn personality. It is easy to become the internal motivation for students with learning difficulties to accept negative influences. Therefore, in order to transform students with learning difficulties, we must first find out the reasons why they lag behind other students in ideology, morality and study, and understand their ideological performance, personality and psychological characteristics, hobbies, academic performance, physical condition, family situation, social interaction and so on. For students with learning difficulties, set up personal files to let everyone know. Only in this way can we carry out targeted education according to their different situations in the process of transformation and promote their transformation to the good side.
Second, be good at discovering the bright spots of underachievers.
Mr. Tao Xingzhi, a people's educator, said: "You have Watt under your pointer, Newton under your cold eyes, and Edison in your ridicule." Facts have proved that students with learning difficulties are not "bad children" who have no special skills and are poor in all aspects, nor are they "imbeciles" with low IQ and untraceable. Every student with learning difficulties has his bright spot. As an educator, we should be good at appreciating every student from different angles, carefully tap their bright spots, and do everything possible to carry them forward, even if they are weak, as a breakthrough in transformation. There is a student in my class who is a problem student in the eyes of most teachers. He is inattentive in class, his thoughts are often absent-minded, and he likes to confront the teacher. He goes his own way in life, his academic performance is very poor, and he looks useless. But after a period of contact, I found that he likes playing basketball, and he showed a strong sense of collective honor and organizational ability in the school sports meeting. So I decided to let him be the class sports committee member first, and encouraged him to organize more class sports activities, such as basketball games and tug-of-war games with his brothers. In these activities, let him find his own value and eliminate his inferiority complex. Later, through talking with him, I learned that I didn't get the attention of my classmates and teachers for a long time because of my poor academic performance, so I gave up on myself. But after this period of hard work, his behavior has been recognized by the whole class and teachers. He feels that he can also make a useful contribution to this class, and his heart is very satisfied, and the phenomenon of making mistakes is obviously reduced.
Third, enthusiastic encouragement to stimulate the self-motivated students with learning difficulties
Students with learning difficulties are often reprimanded by their parents, looked down upon by their classmates and ignored by their teachers because of their temporary backwardness in thought and study. So they have a strong sense of inferiority and rebellious psychology. But they are also thoughtful, self-respecting, independent and relatively independent people, and they are also eager to be respected, understood, cared for and integrated into the collective. If we can meet their needs and make them feel concerned and warm, they will have positive motivation and be willing to receive education. I will give more tolerance and understanding to students with learning difficulties, pay attention to language skills as much as possible, criticize implicitly, praise and encourage as much as possible when criticizing them. In this way, they can show their advantages and succeed.
Fourth, according to the actual situation of students with learning difficulties, set reasonable goals.
When setting goals, we should set multi-level goals for different people. As long as they improve on the original basis, they should be rewarded to make them feel that success is not difficult and give them a sense of accomplishment. Students with learning difficulties, in particular, should be tolerant of their academic performance and not expect too much at once, otherwise people who are eager to speed up will easily hurt their self-confidence and have a negative impact. Don't always compare your grades with the outstanding students in the class, or even criticize and ridicule them in the class, which will only deepen the rebellious psychology of students with learning difficulties; We can't praise and reward outstanding students specifically, so that students with learning difficulties can't reach high and feel inferior. Therefore, after each exam, in addition to commending the top ten students in my class, I also set up a special "Admission Award", which can give students with learning difficulties a chance to win prizes in the process of transformation and really promote them. As long as they compare themselves with themselves and make some progress, they will be rewarded, so as to constantly improve their self-confidence, feel the joy and value of success, and motivate themselves to keep forging ahead towards their goals. Students with learning difficulties have poor study habits and poor foundation. Therefore, after the goal is set, we should help them overcome the obstacles in the process of achieving the goal, strengthen their counseling at ordinary times, and ask more questions to underachievers in class to mobilize their positive thinking.
Fifth, seek multi-party cooperation to realize the transformation of students with learning difficulties.
In school education, the subject teacher is a good assistant to cooperate with the class teacher to manage the class. Therefore, in the transformation of students with learning difficulties, I also try to play the role of a subject teacher. Through the usual chat and teaching work meeting, we can fully understand the students in our class from other teachers. At the same time, let other teachers know the bright spots of students with learning difficulties in other aspects, change their prejudices, and pay more attention to the development of students with learning difficulties in their usual teaching.
In the process of transforming students with learning difficulties, although schools play a leading role, it is difficult to achieve good results only by schools. It is necessary for schools, families and society to cooperate in many aspects, work together and form a joint force to achieve the best results. Therefore, I will make regular home visits to students or communicate with their parents by telephone to find out their performance at home and the misunderstandings in family education, and exchange the educational methods of other successful parents. Encourage parents to communicate with their children more, let them feel warm, eliminate the opposition between parents and children, and reduce their rebellious psychology. When they find some bad practices, get in touch with our school in time. After many exchanges and communication with my parents, I got strong support from my parents. The transformation work can be carried out smoothly and orderly, and good results have been achieved.
The transformation of students with learning difficulties is long-term and repeated, and it is impossible to achieve it overnight. As the saying goes, "Rome wasn't built in a day", many bad behavior habits of most students with learning difficulties are gradually formed under the influence of many factors, and some behavior habits have long been ingrained. It takes a long transformation process to get rid of those problems completely, and in this process, repeated bad habits may appear. Therefore, in the transformation of students with learning difficulties, we should be patient, "repeatedly grasp, repeatedly grasp", and have love and confidence to tolerate the mistakes and mistakes of students with learning difficulties. I believe that students with learning difficulties are also good educational objects. As long as you pay attention to the characteristics of each student and use the most appropriate method, you can do your best.
Summary of the transformation of students with learning difficulties 4. Students with learning difficulties are the nodes that every teacher must face and solve in the teaching process. Transforming students with learning difficulties is an important aspect of teaching work, the key point to improve teaching effect and solve the deep-seated contradiction between teaching and learning, and the sublimation point of every teacher's perseverance and painstaking efforts. Let every teacher smile and be proud. To this end, since March 20xx, all subjects in our school have started the transformation plan for students with learning difficulties in an all-round way. After nearly one semester's efforts, certain results have been achieved. The report reads as follows:
First, the background of the transformation of students with learning difficulties in various disciplines in schools
Lianqun Primary School has 10 classes with 380 students. It is located in the remote mountainous area of Mata town. The source of students is complex, and the cultural quality of parents is generally low. The congenital deficiency of students' education not only comes from family, but also the surrounding social and cultural atmosphere and social and humanistic environment of the school have some adverse effects on students' growth. The complexity of students' sources, the influence from the outside world, the high weariness of learning, and the interlocking characteristics of knowledge make the phenomenon of not handing in homework very serious, with each class in the lower grades being 6- 10, and the senior grades rising to about 14. To this end, the definition of students with learning difficulties in various disciplines in our school is:
1, classroom acceptance is difficult, mainly manifested in poor understanding ability, poor expression ability, and classroom failure to answer questions.
2. It is difficult to finish the homework, so it is impossible to finish the homework, and the error rate of the homework is high.
3. The test score is lower than 60 points.
The number of students with learning difficulties in our school has remained high for many years. There are 6 to 10 students in each class of Grade One and Grade Two, 10 to 13 students in each class of Grade Three and Grade Four, and 9 to 15 students in each class of Grade Five and Six. The problem of students with learning difficulties has always been a bottleneck restricting the improvement of mathematics teaching quality in our school.
Second, the guiding principles of educational philosophy
Teachers should establish the belief that "there are no students who can't teach well, but they haven't found a good way to teach", face up to students with learning difficulties and put their development in an important position. Whether attending classes or correcting homework, the starting point is students with learning difficulties, and the focus is on them. In this process, we constantly explore, reflect and summarize, and at the same time combine theoretical study to form a method to promote the formation of learning habits of primary school mathematics' students with learning difficulties'.
Third, the specific practice of transforming students with learning difficulties
1, conversion method
(1) The math teachers in each class determine the list of students with learning difficulties, analyze and determine the causes of students with learning difficulties, and help them make progress plans.
(2) Each class is divided into groups according to the students in the class, and the plan of "teaching soldiers by soldiers" is formulated.
(3) The seventh class of two classes a week is a "learning aid class" for various disciplines, which specifically guides students to pair up and help them learn.
(4) It is suggested that teachers should adjust the classroom structure of mathematics, focus on the oral calculation and basic problems of students with learning difficulties according to the characteristics of mathematics disciplines and learning segments, and make full use of classroom teaching to transform students with learning difficulties. Teachers should talk less and concentrate, which will not only give students more time to study independently, but also give teachers the opportunity to walk off the platform and communicate and guide with students with learning difficulties.
(5) Take classroom teaching as the main channel of transformation, reform the way of correcting homework in all subjects, increase targeted and encouraging comments on students with learning difficulties, and increase their self-confidence in learning.
(6) Strengthen the cooperation between home and school, and keep abreast of the transformation of students with learning difficulties. There are many ways for math teachers in each class to communicate with their parents: telephone contact, SMS contact, home-school exchange visits, etc.
(7) Establish a record bag for the growth of mathematics aid, record the transformation process of students with learning difficulties, and accumulate the transformation experience of students with learning difficulties.
2. Management measures
(1) Establish a leadership responsibility system, and clarify relevant responsibilities and implementation steps. Principal Pang and Director Miao take mathematics as their main business, and guide, inspect and supervise the implementation of teachers' scientific research. Participate in an aid class every two weeks, hold a special meeting on the aid plan of the undergraduate group, exchange research experience, understand the research progress and study and solve new problems in the work.
(2) Mid-term summary communication. In mid-May, I wrote "Materials for the Exchange of Learning Difficulties Students' Transformation Experience" to exchange the experience of helping students.
(3) In combination with the school's "Teacher's Theoretical Learning System", theoretical learning leaflets are distributed every week to provide theoretical learning materials for teachers in various disciplines and guide teachers' action research.
(4) Archives management, issuing special forms such as "Record of Transformation of Students with Mathematical Learning Disabilities" and "Record of Basic Situation of Students with Mathematical Learning Disabilities" to record the working process and save the working data.
Fourth, teachers' practice.
The transformation of students with learning difficulties in this semester has played a great role in improving their academic performance. Some students' behavior habits have undergone fundamental changes, fundamentally getting rid of the plight of students with learning difficulties and stepping out of the ranks of students with learning difficulties. In the whole process of transformation, many teachers have adjusted their teaching ideas, studied the psychology of students with learning difficulties, started with emotions, and educated them from all aspects, taking it as their responsibility not to let a student fall behind, actively exploring and studying ways and means to transform students with learning difficulties, and emerged some good practices:
At the beginning of the process (1), students are required to listen carefully in class regardless of whether they have finished their math homework or not. Teachers often ask some simple questions, suggest that he raise his hand and give him some simple verbal calculations to calculate.
(2) Two weeks as the adaptation period. During these two weeks, the homework that others have completed at one time is allowed to be completed twice or three times, and it must be of certain quality.
(3) Give another two weeks as a transition period. The student is required to finish every homework at the same time as others. Considering the poor foundation of the student, he is allowed to hand in the homework of the day at the latest before the start of school.
(4) consolidation period. Students are required not only to finish their homework once, but also to hand in their homework on time like classmates, and the correct rate should be improved. Through a series of systematic tutoring, the student can hand in his homework on time and correct his mistakes in time, and his scores in all subjects have risen from 40 to 70.
There are many successful cases of transformation, and the list is endless. Nothing is difficult in the world. As long as you put your heart into it, you will definitely get something back.
The achievements of verbs (the abbreviation of verb)
The transformation of students with learning difficulties in the past semester has greatly promoted the formation of good behavior habits and the improvement of academic performance of students with learning difficulties. From March 20xx to the end of the semester, in just a few months, we can see the gratifying changes of students with learning difficulties through the comparative analysis of their changes and test scores. Their learning attitude is correct, and they gradually gain self-confidence from inferiority, so their habit of listening, writing and correcting in time tends to be benign. Among the more than 100 students with learning difficulties in all subjects recorded by the whole school, 23 students scored above 60 points in the unit test; In the final test, 46 students with learning difficulties reached the standard, and the conversion rate of students with learning difficulties was 53.4%. The academic performance of students with learning difficulties has been greatly improved, which has effectively promoted the overall improvement of mathematics teaching performance in schools. The initial results of the transformation of students with learning difficulties have enabled us to further see the development space of the school to improve the quality of education and teaching, and enhanced our confidence and determination to further improve the quality of education and teaching.
Six, the problems existing in the transformation of students with learning difficulties
1, the transformation results of students with learning difficulties are uneven, and the transformation effect of some classes is not significant. Individual teachers do not pay enough attention to the transformation of students with learning difficulties and fail to carry out the work of paying attention to students with learning difficulties continuously and effectively.
2. The transformation of students with learning difficulties has been carried out for a short time, and it takes a long time for senior three students who have fallen behind for a long time to catch up.
In view of the above problems, we should strengthen teachers' theoretical study this semester, starting with the significance, methods and strategies of the transformation of students with learning difficulties, and help our teachers to raise their awareness as soon as possible, master the methods, and actively and effectively carry out the transformation of students with learning difficulties in a focused and sustained manner.
Seven. Assumption of future work
1. With the aim of "No Child Left Behind", we will continue to take the transformation of students with learning difficulties as a breakthrough to promote the all-round development of teaching in all subjects in our school.
2. Sum up experience in time and strengthen the exchange and study of experience among teachers in our school. Through exchange learning, teachers can realize the complementary advantages of transforming experience.
3. Further improve the evaluation mechanism of the transformation of students with learning difficulties, strengthen teachers' attention to the transformation of students with learning difficulties, and carry out this work more comprehensively and deeply.
Summary of the transformation of students with learning difficulties 5. Quality education is for all students, not a few. Teachers should take corresponding measures according to the actual situation of different students, especially those with learning difficulties. This semester, with the care and support of school leaders, I not only learned the characteristics of each student with learning difficulties, but also carefully analyzed the reasons for the formation of students with learning difficulties. And formulated the "Work Plan for the Transformation of Students with Learning Disabilities". Since a semester, with my efforts, I have made some achievements, and I have also made some achievements. In order to better sum up experience and do a good job in the transformation of students with learning difficulties, it is summarized as follows:
First, respect students with learning difficulties and give them more care.
Respect is more important than love and payment. Only by respecting them can students with learning difficulties feel the equality between teachers and students and form a harmonious relationship between teachers and students. The class I teach this semester is Grade Five, facing the senior high school entrance examination, and the workload has also increased. For students with weak foundation, if there is no correct guidance, they may have to learn more and give up more, which will affect the study of any subject. This is a fact in front of teachers and the focus of our work.
There is a male student in our class, whose study is particularly poor, his family environment is not good, and he has a bad habit of skipping classes and surfing the Internet, which is even more difficult for his education. After knowing the situation, I didn't give up on him, let alone discriminate against him. On the contrary, I always encouraged him. Not only can we understand his past, but we can also help him build up confidence and lay an ideological foundation for his transformation. With my efforts, he has changed a lot. The enthusiasm for learning is high and the goal is clearer than before. Not only can you listen carefully, but you can also finish your homework on your own initiative. Of course, it is unrealistic for him to catch up with or even surpass others at once. This requires teachers to be correct, patient and confident. I believe that students can be cultivated.
Second, improve methods, guide learning methods, and improve the interest of students with learning difficulties.
Interest is the best teacher. Teachers should find ways to make students feel the joy of learning. Teachers should inspire and guide them to since the enlightenment, try to succeed, feel fun, and inject them with the panacea of learning and life knowledge, so as to give full play to their mental functions. That's what I do in teaching: connect with reality, talk about the application of knowledge in real life, pay attention to enhancing the interest in attending classes and attach importance to the teaching of classroom exercises.
2. Create artistic conception related to teaching content for students. There is a classmate, whose grades are good, but the phenomenon of partiality is serious, but he is not interested in information technology. He always thought it was a minor course. According to this situation, I arranged him beside my classmates who have a good foundation in information technology but are weaker in other grades. It has played a complementary role and has greatly improved its performance.
3. Implement the principle of "teaching students in accordance with their aptitude" in teaching. For students with learning difficulties, set reasonable learning goals and strengthen counseling. Usually assign homework, check and treat it differently. Use your spare time to give them special counseling! Although I had some trouble at first, I gradually got used to it and my enthusiasm for learning came up. He knows that he has taken the initiative to study and his grades have improved a lot!
In short, through my efforts, the students with learning difficulties in our class have made great progress. Although some achievements have been made, there are still some problems, such as rough teaching methods and means, which need to be improved.
I firmly believe that students with learning difficulties can be transformed as long as they can be rational, persistent, teach correctly and not lose confidence. I will continue to work hard to do this work better.
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