Second, emotional integration to stimulate the interest of students with learning difficulties in learning mathematics. Students with learning difficulties are afraid of teachers' questions, embarrassment and saving face because of their poor math foundation. In view of this kind of psychology, we should approach and influence them with the expectation of love, induce their upward learning enthusiasm, adopt teaching methods with low starting point, small steps and quick feedback, and adopt educational methods such as giving more expectations and encouraging evaluation. For example, in classroom teaching, we should pay attention to inducing students with learning difficulties to answer simple questions, so that they can answer them smoothly and accurately, thus avoiding the phenomenon of silence of students with learning difficulties, giving positive comments on their correct answers in time, so that they can succeed and taste the sweetness of learning mathematics. In exams and exercises, we should pay more attention to basic knowledge and design questions with moderate difficulty and certain gradient, so as to improve the passing rate of students with learning difficulties, make them have a positive psychological state, and then change the psychological mechanism of students with learning difficulties. Make them psychologically tear off the label that they are students with learning difficulties, stimulate their interest in learning mathematics, and thus generate motivation to learn mathematics.
Third, take pains to cultivate good study habits of students with learning difficulties. For students with learning difficulties, try to make them speak more. When practicing in class, we should first look at the homework of students with learning difficulties, be sure to be correct, and give praise and encouragement; For the wrong topics, inspire and guide them to correct them, and clear the obstacles to their study in advance. Years of teaching practice has proved that only by insisting on classroom consolidation can students with learning difficulties be effectively prevented from falling behind day by day, and the learning quality can be steadily improved.
Fourth, the homework of students with learning difficulties is often approved face to face, helping them to make clear study plans and goals, requiring them to do exercises after each class, checking their homework frequently, and requiring them to preview properly before each class. Cultivate good study habits, help them to check and fill gaps, solve the problems left over from their studies, and let them taste the ups and downs of fighting for solving problems. By mastering certain learning methods and participating in learning independently, students with learning difficulties can change from forced learning under external pressure to autonomous learning.