First, respect and accept underachievers. Under normal circumstances, underachievers are emotional, indifferent, cynical and sensitive in appearance, but they have made necessary progress in the fire, and they have a psychological anxiety of being left out. If the teacher always thinks that he is worth painting the wall, once again indifferent, sarcastic, sarcastic, discriminatory and laissez-faire, and finally can only be broken, he will be disgusted with the subjects of mathematics class. Therefore, teachers must have love for their teeth, love them, respect them, care more about them, love more, recognize more and encourage more. In their spare time, they communicate freely and chat together. Teachers can solve their problems and puzzles, and they can also talk with their ideals, life, family and country, and exchange ideas and harmonious feelings with students in normal contact with uneducated traces. Only with a sincere attitude can teachers accept them and let them accept teachers and accept mathematics, so as to arouse positive underachievers. Secondly, students consciously study good habits and improve their ability to solve problems. Teachers should pay attention to the difficulty of the task, strengthen the guidance and transformation of underachievers, and urge them to finish their homework seriously. If you want to do better in your work or work progress, you should give praise and encouragement in time. Teachers should pay attention to overcoming impatience (such as the increase of underachievers and workload) to reduce the requirements for underachievers, and adopt the principle of step by step to instill them. From the very beginning, we will help them with a little patience and personal education, so that they can gradually increase, and the most backward students can also learn passively and rely on them. Usually, mathematical concepts, formulas, theorems and laws are memorized and unwilling to use their brains. The teacher asked the questions he encountered, even if he put aside the materials; Teachers pay attention to the application of heuristic teaching when answering questions, and gradually let their brains guide them to analyze and answer questions. Don't give them ready-made answers, and gradually cultivate their habit of working independently. The dialectical view should be to educate the underachievers, which requires patient and meticulous care and guidance, and strict requirements. Many poor students are weak-willed, lazy in life, late or absent from class, late in homework, or unfinished plagiarism, which has become a very important reason. Therefore, teachers should pay special attention to the work of underachievers and be strict with them in the teaching process. Third, pay attention to the interest of underachievers in learning and training, and stimulate their enthusiasm for learning. Underachievers in mathematics mainly lack interest in learning mathematics. Their math foundation is very poor. They always think that mathematics is complicated, afraid of mathematics and bored. However, when they really come into contact with it, they always think that no mathematics is directly useful and are not interested in physics and chemistry. Therefore, teachers should change their one-sided understanding. We must pay attention to the shallowness of the speech, from easy to difficult, and the easy-to-understand language is lively. If you are talking about a triangle theorem, allow any student to draw a triangle, use three colors to represent three internal angles, then cut it out with three internal angle scissors, and then ask a question: What is the result of playing three angles together? Isn't every student the same? What conclusion can you draw? There are several ways to prove it. Therefore, students began to guide happiness, use their brains, actively participate in exploration, and the learning content was transformed into interesting and boring things, which overcame the teaching method of following the book. Once students have great interest in learning mathematics, they will be willing to devote more time and energy to learning mathematics, and more research will be based on enthusiastic mathematical knowledge, methods and skills. In the transformation of underachievers, teachers should care about every underachiever, and underachievers should become close friends. Treat underachievers, don't scold, laugh at, despise them, turn a blind eye, and love them; In addition, we should pay attention to finding their bright spots, timely accelerant, and ignite their wisdom sparks. I am familiar with the progress and achievements of underachievers. The disadvantage of this problem is that the underachievers are ill. The only way to communicate feelings with teachers; Only when the student likes the teacher, does he like to teach the teacher to return to the subject naturally. Teachers should be energetic and enthusiastic underachievers, sincerely and enthusiastically serve them, so that they can increase their interest and feel the fun of learning mathematics, and mathematics can generate love, thus establishing and enthusiastically learning mathematics confidence. In teaching, teachers must strengthen their sense of responsibility in order to find ways to stimulate the learning interest of underachievers through various channels, but they should also pay attention to maintaining, consolidating and developing their learning interest. Fourth, insist on teaching students in accordance with their aptitude and lay a good foundation for learning. The so-called underachievers, too much knowledge is a big loophole, leading to low acceptance. To carry out reform, we must first check the trap of the poor to see if they have learned what they have not mastered, so as to personalize their knowledge. In teaching, teachers should encourage poor students to use their brains, speak actively, boldly ask questions they don't understand, and teachers enthusiastically answer the questions of underachievers, so that underachievers can enjoy a tense and active classroom atmosphere. Teachers ask questions, one is to design enlightening questions, and the other is to produce contradictory backward knowledge and new knowledge. In order to promote the start of underachievers and let them skip their own fruits, teachers need to combine their knowledge structure and shallow problems, guide them with positive thinking, expand their migration and learn new content objects. When assigning homework to students, we should start with the basic points of underachievers and let them answer some simple questions. We should seize this good opportunity to coach underachievers, especially in classroom exercises, and often patiently and meticulously coach them in front of several underachievers. In the work of underachievers, the work of underachievers is often untidy, and the problem-solving is disorderly and irregular. Being a teacher means that you should be particularly serious and responsible in your work, and try to make more use of face-to-face criticism to guide underachievers to analyze the causes of their mistakes, find appropriate solutions to problems, and formulate measures to correct wrong problems, so that underachievers can gradually test that their work symbols for solving problems are wrong and gain new knowledge, so as to grasp the mastery of what they have learned in each class. Fifth, strengthen the success of underachievers and cultivate self-confidence and self-esteem. Special attention should be paid to students' sense of success. Success often means that the greater the number, the greater the strength. In the teaching process, teachers try their best to create opportunities for success, so no students can achieve different levels of success on different foundations and enjoy success through their own efforts. For example, after each chapter, combined with students' reality, comprehensive training can set up several groups of questions, guide students to think positively, make progress despite difficulties, form a gradient of main difficulty, let each student jump up and move, let poor students always pay attention, be patient, inspire, guide the situation, give them full affirmation and praise in time for each success, and create more opportunities for them to succeed. Practice has proved that the above-mentioned bill teaching method is of great help to improve the great achievements of underachievers and improve the quality of mathematics teaching in a large area. Underachievers have a good reason not to study step by step and keep their feet on the ground. They have lost a little concept of learning here, and there are a little theorems and formulas, so they can't always be tired of learning, but the more they learn, the worse they get.