The primary school curriculum is not difficult, and zero score is not the main reason for the difference in knowledge and ability, but the non-intellectual factor of students with learning difficulties. If we can transform and cultivate this non-intelligence factor, it will be a matter of time before intelligence is improved. I think we should consider these aspects:

1. Establish a healthy psychology of self-esteem and self-confidence.

Tilt respect and trust, wake up self-esteem, correctly understand, help them find their own advantages, give him the opportunity to show their specialties, let them truly experience the joy of success through hard work, and establish their confidence and desire to make progress.

2. Cultivate good mood and good character.

Underachievers have been struggling in the shadow of failure for a long time, and they are often criticized and ignored, especially in need of respect and trust from others. At the same time, students with learning difficulties have personality deviations such as loneliness, inferiority and paranoia to varying degrees, which also need the care and warmth of teachers and classmates. Therefore, it is particularly important to open their hearts with love, bridge the gap between them and teachers, students or parents, set sail for them, affirm them in time, guide them to broaden their horizons, correctly understand themselves, cultivate good habits and styles, motivate them to study hard and arm themselves with knowledge.

3. Create situations to exercise the will of students with learning difficulties.

It is an indisputable fact that students with learning difficulties have all kinds of bad behaviors, especially those who are tired of learning, but for these industries, it is far from enough to rely on reasoning. Class teachers and teachers should consciously create specific situations suitable for students with certain difficulties through certain means, exercise their willpower to bravely resist various incentives, and cultivate their tenacious perseverance to overcome difficulties and self.

4. Cultivate self-control and self-discipline ability

Students with learning difficulties generally have poor self-demand and self-restraint ability. This is manifested in not being able to complete homework independently, not obeying rules and regulations, not actively thinking and exploring, muddling along and going its own way. Class teachers and subject teachers should help them set correct and scientific goals, make appropriate plans, plan themselves pertinently, and form strict, orderly and serious habits, thus forming self-control and self-discipline ability.

Two, eliminate the zero rate must be full participation.

Eliminating zero score is a systematic project, and only full participation can be effective. We should mobilize the enthusiasm of all class teachers and teachers, and all grades and offices should cooperate closely, and * * * should bear this responsibility. We should take this as a breakthrough and focus, change the status quo of the school, create characteristics and strive for sustainable development.

1, establish the responsibility system

(1) school leadership package results; (2) Middle-level cadres are guaranteed classes; The head teacher can be appointed as a teacher.

2. Introduce a reward and punishment mechanism.

According to the average level of the two exams, confirm the number and level of students with learning difficulties, set the transition degree, and formulate reward or punishment strategies accordingly according to the transition degree, and conduct two evaluations at the end of each semester to settle the scores. Evaluate the leaders and teachers qualitatively according to the results.

3. Establish a file for the growth and transformation of students with learning difficulties.

The class teacher or poverty alleviation group regularly records the habits, conduct, classes, activities and living conditions of students with learning difficulties in detail, and gives the transformation trajectory map at the end of the semester and submits it to the school for record.

4. Try to work in shifts.

The head teacher consciously organizes students with learning difficulties to take turns as class cadres, so that they can build up confidence, give full play to their specialties, see their own bright spots and shortcomings from success, and constantly improve their sexual relationships and habits, so as to transfer their enthusiasm to study, encourage themselves, motivate themselves, study hard and win glory for the class.

5. Carry out beneficial extracurricular activities.

Sports meetings, debates, ball games, interest groups and other activities should consciously let students with learning difficulties participate in or take the lead, so that they can give full play to their talents, gain the joy of success, eliminate inferiority and self-abandonment, feel warmth and equality, and stimulate the psychology of learning first.

6. Adjust the classroom mode

Practically face all students, especially those with learning difficulties, and formulate teaching objectives and testing methods at different levels. Even the small success of students with learning difficulties should be affirmed, praised and encouraged, but we should pay attention to the inclination of the same level and narrow the differences according to the transformation effect.

7. Establish a model of transforming students with learning difficulties.

For students with learning difficulties who have changed a lot in one semester or half a semester, they should be informed and praised, set an example and promote the progress of the whole project.

8. Close contact between home and school

Hold regular contact meetings with class leaders, class teachers, teachers and parents of students with learning difficulties to discuss transformation strategies, exchange transformation information and turn transformation results into experience.

9. Establish a laboratory for transforming students with learning difficulties.

Regularly discuss the psychology, emotions, attitudes and values of students with learning difficulties under the topic of zero score; The method, process, effect, experience and mistakes of negotiation transformation; Explore sliding procedures, steps, goals, directions, etc. To form the research results of the project and provide theoretical and practical basis for the benign progress of system engineering.