1. Understanding, respect and appreciation are the basis for awakening students with learning difficulties.
For the development of every student is the professional ethics of our teachers, and it is also the core concept of teaching and educating people, especially the development of students with learning difficulties. Students with learning difficulties will have some different views and even wrong ideas in mathematics learning. At this time, we should not reprimand them loudly, nor neglect them, let alone laugh at criticism and accusations. We should encourage them to think seriously according to the actual situation and help them find out the reasons for their mistakes. At the same time, praise their spirit of positive thinking and courage to speak, so that they can feel that you understand and respect them, feel that you are amiable, and let them truly feel your love and care for them in their hearts. Only when teachers and students have harmonious feelings can we promote the harmonious unity of teaching and learning, arouse the enthusiasm of students with learning difficulties, and guide them to pursue intellectual progress and study hard. I remember when I first came into contact with the students in this class, I met Meng Yao, a student with learning difficulties recognized by our class. Through contact, I found that her mastery of basic knowledge is not generally poor. She is the last in every exam, and the topics she can do are almost less than one-fifth of the test paper. It can be said that learning is a burden for her, and she has no interest at all, let alone speaking in class. Her classmates look down on her and make her more resistant to learning. In order to change her view on learning, I often chat with her during recess to clear her psychological barriers. At the same time, in classroom teaching, I choose some simple topics within her ability and let her explain them to you. I remember the first time, I talked about the review class of one-digit multiplication. I ask everyone to do the problems in the notebook independently. During my visit, I found that Zhang Xin got the first question right, but I was afraid to do the rest. So in the process of revision, I asked her to write the only correct question on the blackboard and explain it to everyone. She was so nervous that everyone accused her of writing incorrectly. I advise everyone to give her some time and encourage her not to worry. She said what she thought at the time. After waiting for a long time, she expressed her thoughts in incoherent and stuttering sentences. The students were shocked by her performance and could not help clapping for her. Her eyes sparkled like never before. After returning to her seat, she actively revised the following calculation questions, and after class, she took the initiative to find me with this book and asked me to comment on it for her. She also listened carefully to my explanation of the following questions. Since then, Meng Yao has been interested in computing. Whenever such exercises appear, she is faster and more motivated than usual, especially during exams. Although her thinking ability is still limited, she always tries to ensure the accuracy of calculation problems and her grades have been greatly improved. It can be seen that the necessary understanding, encouragement and appreciation play an extraordinary role in promoting students with learning difficulties.
Second, creating opportunities for success is the premise of cultivating students with learning difficulties.
Emotional communication between teachers and students is the basis of cultivating students' interest in mathematics. In the process of mathematics teaching, teachers should design some easy-to-answer questions according to students' learning situation, and consciously choose some students with poor grades to answer them, so that they can share the happiness of success. Because successful study will enhance students' self-confidence, and self-confidence is an important guarantee of success. With successful experience, students can constantly overcome their fear and boredom of mathematics and enhance their feelings for mathematics learning. At the same time, in teaching, teachers should pay attention to the interest, exploration and application of the edited content, choose appropriate teaching methods and means, and use the beauty of mathematical representation, the beauty of internal logic of knowledge structure, the beauty of concise mathematical language and the strange beauty of thinking method to stimulate poor students' interest in learning mathematics. Mathematics comes from life and can guide life. Through long-term and conscious training, teachers can gradually realize the transformation from what I want to learn to what I want to learn. In teaching, I take the following measures to create opportunities for students with learning difficulties: appropriately lower the requirements, start from a low starting point, take small steps, encourage more, criticize less and eat more, so that students with learning difficulties can basically meet the requirements of the new curriculum standards through hard work.
Thirdly, it is the key to help and guide students, master the correct learning methods and stimulate the interest of students with learning difficulties.
The reason for the backward academic performance is that students' learning methods are not suitable. In teaching, we should pay attention to combining the characteristics of mathematics class and infiltrate the guidance of learning methods at any time. For example, when teaching "Understanding Rectangles and Squares", I lead students to guess the characteristics of rectangles (there are four sides, the length of sides, etc.) in combination with things around students. All four corners are right angles), and then use the tools in your hand to test your guess in groups. After verification, let each group send representatives to report which conjecture they verified and tell them how they verified it. At the end of the student's report, I seized the opportunity to infiltrate the verification methods of numbers, folds, quantities and ratios in geometric figures. Students are very interested to see that their methods have been affirmed. They actively use inductive methods to guess and verify the characteristics of squares. For students with learning difficulties, they have also learned a good experience from it, and the follow-up operation and reporting have also been much more active. After the whole class, everyone was very happy and gained a lot. Students with learning difficulties, in particular, have also learned good methods to solve problems, which are convenient for them to apply in their future studies. For another example, you can also arrange self-study before teaching "angle measurement" and other courses. In this process, through self-study skills, students with learning difficulties are instructed how to conduct self-study and operation through textbooks and cultivate their self-study ability. In addition, students should be instructed how to preview and review according to the learning content. In the process of accepting learning methods, students with learning difficulties may be slow to accept and often can't express clearly. In view of this situation, our teachers should work hard before class, make various presuppositions according to students' thinking in teaching design, and help students with learning difficulties understand and use methods according to their responses in class (such as expressions and exercises feedback).
4. Proper use of praise and criticism is an effective way to stimulate students' interest in mathematics.
Through more than ten years' teaching practice, I think praise is far more inspiring than criticism. Therefore, in classroom teaching, we should be good at catching and discovering the bright spots of students with learning difficulties, making timely comments, and encouraging students with learning difficulties with short words to make them confident and think that I can do it. When answering questions, when they have obstacles in thinking, teachers should not rush to point out the inaccurate answers of students, but should patiently enlighten and guide them. This will enhance their self-confidence and motivate them to study hard. When praise is too much and the effect is not good, we should point out the shortcomings in two, let them know their own shortcomings and spur themselves to work hard.
In short, we should have confidence and patience with students with learning difficulties, make full use of classroom teaching, stimulate their desire for progress and cultivate their interest in learning mathematics.
Mathematics teaching is a complicated teaching activity. In order to improve students' academic performance in a large area, we must pay attention to cultivating students with learning difficulties' interest in learning mathematics. Psychology tells us that as long as a person has experienced the joy of success and the joy of victory, he can inspire endless ideas and strength of success. Suhomlinski put it well: In the practice of experiential teacher education, the most difficult and complicated problem is how to make poor students see their own labor achievements and feel the pride of success. Classroom is the main position for students to accept knowledge, so what about mathematics classroom teaching? Now let me talk about my simple ideas and practices.
1. Understanding, respect and appreciation are the basis for awakening students with learning difficulties.
For the development of every student is the professional ethics of our teachers, and it is also the core concept of teaching and educating people, especially the development of students with learning difficulties. Students with learning difficulties will have some different views and even wrong ideas in mathematics learning. At this time, we should not reprimand them loudly, nor neglect them, let alone laugh at criticism and accusations. We should encourage them to think seriously according to the actual situation and help them find out the reasons for their mistakes. At the same time, praise their spirit of positive thinking and courage to speak, so that they can feel that you understand and respect them, feel that you are amiable, and let them truly feel your love and care for them in their hearts. Only when teachers and students have harmonious feelings can we promote the harmonious unity of teaching and learning, arouse the enthusiasm of students with learning difficulties, and guide them to pursue intellectual progress and study hard. I remember when I first came into contact with the students in this class, I met Meng Yao, a student with learning difficulties recognized by our class. Through contact, I found that her mastery of basic knowledge is not generally poor. She is the last in every exam, and the topics she can do are almost less than one-fifth of the test paper. It can be said that learning is a burden for her, and she has no interest at all, let alone speaking in class. Her classmates look down on her and make her more resistant to learning. In order to change her view on learning, I often chat with her during recess to clear her psychological barriers. At the same time, in classroom teaching, I choose some simple topics within her ability and let her explain them to you. I remember the first time, I talked about the review class of one-digit multiplication. I ask everyone to do the problems in the notebook independently. During my visit, I found that Zhang Xin got the first question right, but I was afraid to do the rest. So in the process of revision, I asked her to write the only correct question on the blackboard and explain it to everyone. She was so nervous that everyone accused her of writing incorrectly. I advise everyone to give her some time and encourage her not to worry. She said what she thought at the time. After waiting for a long time, she expressed her thoughts in incoherent and stuttering sentences. The students were shocked by her performance and could not help clapping for her. Her eyes sparkled like never before. After returning to her seat, she actively revised the following calculation questions, and after class, she took the initiative to find me with this book and asked me to comment on it for her. She also listened carefully to my explanation of the following questions. Since then, Meng Yao has been interested in computing. Whenever such exercises appear, she is faster and more motivated than usual, especially during exams. Although her thinking ability is still limited, she always tries to ensure the accuracy of calculation problems and her grades have been greatly improved. It can be seen that the necessary understanding, encouragement and appreciation play an extraordinary role in promoting students with learning difficulties.
Second, create opportunities for success,
Cultivating the interest of students with learning difficulties is the premise.
Emotional communication between teachers and students is the basis of cultivating students' interest in mathematics. In the process of mathematics teaching, teachers should design some easy-to-answer questions according to students' learning situation, and consciously choose some students with poor grades to answer them, so that they can share the happiness of success. Because successful study will enhance students' self-confidence, and self-confidence is an important guarantee of success. With successful experience, students can constantly overcome their fear and boredom of mathematics and enhance their feelings for mathematics learning. At the same time, in teaching, teachers should pay attention to the interest, exploration and application of the edited content, choose appropriate teaching methods and means, and use the beauty of mathematical representation, the beauty of internal logic of knowledge structure, the beauty of concise mathematical language and the strange beauty of thinking method to stimulate poor students' interest in learning mathematics. Mathematics comes from life and can guide life. Through long-term and conscious training, teachers can gradually realize the transformation from what I want to learn to what I want to learn. In teaching, I take the following measures to create opportunities for students with learning difficulties: appropriately lower the requirements, start from a low starting point, take small steps, encourage more, criticize less and eat more, so that students with learning difficulties can basically meet the requirements of the new curriculum standards through hard work.
Thirdly, it is the key to help and guide students, master the correct learning methods and stimulate the interest of students with learning difficulties.
The reason for the backward academic performance is that students' learning methods are not suitable. In teaching, we should pay attention to combining the characteristics of mathematics class and infiltrate the guidance of learning methods at any time. For example, when teaching "Understanding Rectangles and Squares", I lead students to guess the characteristics of rectangles (there are four sides, the length of sides, etc.) in combination with things around students. All four corners are right angles), and then use the tools in your hand to test your guess in groups. After verification, let each group send representatives to report which conjecture they verified and tell them how they verified it. At the end of the student's report, I seized the opportunity to infiltrate the verification methods of numbers, folds, quantities and ratios in geometric figures. Students are very interested to see that their methods have been affirmed. They actively use inductive methods to guess and verify the characteristics of squares. For students with learning difficulties, they have also learned a good experience from it, and the follow-up operation and reporting have also been much more active. After the whole class, everyone was very happy and gained a lot. Students with learning difficulties, in particular, have also learned good methods to solve problems, which are convenient for them to apply in their future studies. For another example, you can also arrange self-study before teaching "angle measurement" and other courses. In this process, through self-study skills, students with learning difficulties are instructed how to conduct self-study and operation through textbooks and cultivate their self-study ability. In addition, students should be instructed how to preview and review according to the learning content. In the process of accepting learning methods, students with learning difficulties may be slow to accept and often can't express clearly. In view of this situation, our teachers should work hard before class, make various presuppositions according to students' thinking in teaching design, and help students with learning difficulties understand and use methods according to their responses in class (such as expressions and exercises feedback).
Fourth, the proper application of praise and criticism
It is an effective way to stimulate students with learning difficulties' interest in mathematics.
Through more than ten years' teaching practice, I think praise is far more inspiring than criticism. Therefore, in classroom teaching, we should be good at catching and discovering the bright spots of students with learning difficulties, making timely comments, and encouraging students with learning difficulties with short words to make them confident and think that I can do it. When answering questions, when they have obstacles in thinking, teachers should not rush to point out the inaccurate answers of students, but should patiently enlighten and guide them. This will enhance their self-confidence and motivate them to study hard. When praise is too much and the effect is not good, we should point out the shortcomings in two, let them know their own shortcomings and spur themselves to work hard.
In short, we should have confidence and patience with students with learning difficulties, make full use of classroom teaching, stimulate their desire for progress and cultivate their interest in learning mathematics.