First, enthusiastic concern, patient inspiration, arouse the self-confidence of students with learning difficulties
There are many reasons for students with learning difficulties, generally from family, society, school and themselves. Among them, the most important thing is their own reasons. Most students with learning difficulties have poor study habits, improper study methods, and insufficient time or energy in study, which leads to unsatisfactory academic performance, loss of confidence in learning, and even worse academic performance, forming a vicious circle. It can be seen that it is very important to improve the self-confidence of students with learning difficulties.
1. Create a harmonious relationship between teachers and students. In order to make students trust their teachers, we must change our self-centered thinking. Put down your airs and make friends with students, so that students can have a sense of closeness and trust in their teachers. Every time I contact a new class, it takes me almost a month to get in touch with my classmates at zero distance. By playing ball games or games with them, I can mingle with them, let them know about me, and at the same time, I can really know about each of my students, aiming at creating a democratic and equal teacher-student relationship.
2. Water them with patience and love. Students with learning difficulties have more shortcomings than advantages, which means they will make more mistakes. Teachers should also be patient with students who don't obey discipline, and can't "town" students by beating and cursing, because it is not the teacher's loud voice that conquers students, but the rich knowledge level, cultural accomplishment and noble personality charm. In the face of the mistakes they made because of inexperience or unintentionally, we should adopt a tolerant and understanding attitude, and then help them analyze and find solutions to the problems afterwards, so that they can feel the warmth like motherly mothers, thus generating the motivation to make progress and achieving the twice the result with half the effort.
3. Create a positive and suitable environment. Let others tolerate them and help them. Give them a platform for communication, let them give full play to their intelligence, make contributions to the class collective construction, and reflect their value in the class collective. Students with learning difficulties have a low starting point, so teachers should provide students with more fruits that can be picked in one jump in class, so that they can also taste the sweetness of fruits, thus doubling their confidence.
Second, cultivate students with learning difficulties' interest in learning
As we all know, interest is the best teacher Learning is a very personalized thing, that is to say, learning must be done by students themselves, and teachers can only create conditions and give guidance to students, but not replace them. Therefore, cultivating students' interest in learning is the key to successful teaching. Only when students are interested in learning and have fun in the process of participation will they actively complete their learning tasks; On the other hand, if a student hates or dislikes a course, no matter how clever the teacher is, he can't make the student learn the course well. How to cultivate students' interest in learning?
1. Analyze the reasons and make plans.
There must be a reason why students with learning difficulties are students with learning difficulties. As teachers, we should take the initiative to help students analyze and find out the causes of learning difficulties, and make a study plan that is in line with students' reality. The reasons for the learning difficulties of students with learning difficulties are probably their own physical fitness, slow intellectual development, family education, family economic situation, family relationship, social environment, educational foundation and students' own psychological quality, which are all important factors restricting the cultivation of students' interest in learning. Teachers should distinguish between situations, treat them differently, teach students in accordance with their aptitude, and cultivate them in a targeted manner.
2. Lower the threshold and introduce temples. In view of the learning difficulties of students with learning difficulties, it is difficult to cultivate their interest in learning. They accept knowledge slowly and are easily disappointed with their studies. As teachers, we should lower the threshold and relax the requirements for them, so that students with learning difficulties can easily complete their learning tasks and master the knowledge that suits their actual situation. In this way, it is easy to introduce students with learning difficulties into the learning hall. For example, some teachers divide the students in the class into three categories: top students, average students and students with learning difficulties. Each assignment is divided into three grades, so that top students can do difficult problems, middle students can do difficult problems, and students with learning difficulties can do simple problems. Students with learning difficulties cultivate their interest in learning by completing simple homework, so their academic performance also climbs all the way, and eventually they become the best in their class. Because the teacher lowered the learning threshold of students with learning difficulties and introduced him into the learning hall, it not only cultivated his interest in learning, but also changed his life's fate.
3. Take the initiative to help and push forward. Students with learning difficulties often feel pessimistic and disappointed because of poor academic performance, and lack interest in learning. Of course, they will not take the initiative to consult. As teachers, we should take the initiative to care for them and help them, and mobilize students who have studied well to help them actively. We should take helping students with learning difficulties as our main task; Only when students who study well realize that helping others to learn is more conducive to the consolidation of their learning knowledge will they take the initiative to help students with learning difficulties. It is difficult for students with learning difficulties to finish their homework, but they can't help but finish the homework assigned by the teacher, so they will copy the homework and exchange it for a check when the teacher corrects it. Teachers have their own set of methods to deal with the phenomenon that students with learning difficulties copy their homework. Unlike other teachers, he either strictly forbids or severely reprimands criticism, but strongly advocates it. He led the students with learning difficulties and said, "Copying is a good thing, not a bad thing. Because the purpose of copying is to better complete the homework assigned by the teacher. A student who can try his best to finish the homework assigned by the teacher is of course a good student. However, you should not copy the steps and results of others' problem solving, but should copy the methods and ideas of others' problem solving. When you finish your homework, you should copy it and do it again by yourself. In this way, every time I do my homework, I will deepen my impression and make progress in my study. " He said to his good classmates, "You can't just let him copy your homework. You should take the initiative to help them, explain the ideas and methods of solving problems, and try your best to help them finish their homework." In this way, students with learning difficulties have made progress in learning and cultivated their interest in learning with the help of teachers and classmates in the process of "copying".
Third, make clear the subject characteristics of mathematics.
Because mathematics is a systematic subject abstractly summarized after summarizing countless direct experiences of predecessors, students are exposed to indirect empirical knowledge after compiling textbooks. Learning it well requires a strong abstract thinking ability, while the image thinking ability of primary school students is dominant, and the abstract thinking ability is gradually developing. Moreover, some contents in mathematics textbooks are far from the ever-changing students' real life, and some lack students' fresh life materials, so students often feel boring when learning mathematics. Therefore, in the teaching process, teachers should pay special attention to extract materials from students' daily life, put the phenomena and problems encountered in daily life in front of students, let students observe life, collect information, teach students the methods of cognitive problems, establish the organic connection between mathematics textbook knowledge and students' life, create opportunities as much as possible, let students apply what they have learned to reality, solve mathematical problems around them, realize the application value of mathematics in real life, and stimulate students to learn mathematics.
Fourth, take targeted incentive evaluation for different students.
Evaluation is an indispensable part of mathematics teaching in primary schools. Objective and correct evaluation can make students gain successful experience and establish self-confidence in learning mathematics well. Students with mathematics learning difficulties in primary schools have poor basic knowledge, weak thinking ability and slow acceptance of new knowledge. They will make achievements at a certain time or in a certain subject through their own efforts. Although their achievements may be insignificant, we should find them in time, fully affirm their achievements, and let them share the joy of making achievements in the praise of teachers and the cheers of classmates.
Practice has proved that as long as teachers carefully guide and train students in practical teaching and make unremitting efforts, they will certainly be able to do a good job in transforming students with learning difficulties. The so-called students with learning difficulties in mathematics, like other students, will become the cutest good students.