First, the reasons for the formation
(1) Lack of interest and weak will.
For junior high school students, the enthusiasm for learning mainly depends on their interest in learning and their perseverance in overcoming learning difficulties. Compared with primary school learning, junior high school mathematics is more difficult, teaching methods have changed greatly, learning subjects have increased, individual counseling has decreased relatively, and students' learning autonomy has been enhanced. In the case of relatively backward education conditions in rural areas, many students will be emotionally weak and weak-willed, shrink back in the face of difficulties and setbacks, and even lose confidence, resulting in a sharp decline in academic performance.
(B) poor knowledge and skills, can not provide the necessary cognitive basis for continuous learning.
Compared with primary school mathematics, junior high school mathematics textbooks are more logical and systematic. In the connection of textbook knowledge, the knowledge learned in front is often the basis of later learning; Among the skills to master mathematical knowledge, the formation of new skills and skills must rely on existing skills and skills. Therefore, if students can't meet the requirements of what they have learned before, and can't master knowledge and form skills in time, it will lead to weak links in the process of continuous learning and can't keep up with the process of collective learning, which will lead to learning difficulties, and the students in rural junior high schools are mixed, which is more likely to lead to this consequence.
(3) No good study habits and scientific study methods.
Common manifestations are:
Poor self-study ability. I can't find the focus and difficulty of the question, I can't answer the questions described in the textbook, I can't say clearly what I have mastered, I can't ask questions at the same time, I can't use what I have learned to solve problems, my reading speed is slow and I am easily disturbed by the outside world, and I read passively and unconsciously.
The classroom lacks the enthusiasm to solve problems. In class, I was indifferent to the questions raised by the teacher and the exercises assigned, as if nothing had happened. There are no steps in the process of solving problems, or only know but don't know why. They lack the motivation to think positively and refuse to use their brains.
I don't do exercises seriously after class. The exercises and homework assigned by the teacher are sloppy, neglected in management and plagiarized. They can't explain the basis of solving problems, and they can't tell what knowledge points are used in these assignments, so they don't want to delve into them. If you don't follow certain steps when solving problems, the process of solving problems is illogical and you can't correctly evaluate homework or test papers.
Perfunctory during the exam. Do not pay attention to the exam, lack of competition awareness. Go to the exam with the mentality of "I won't anyway", don't want to review carefully, deal with it carelessly, and "improvise" in the examination room.
They lack independence, self-confidence and goals. Over time, they hate it first and then give up. In order to cope with the exam, they have to go to school with a heavy burden, or simply give up, give up. ……
Second, the strategy to be adopted.
The above reasons have seriously restricted the large-scale improvement of mathematics teaching quality in rural junior high schools, so it is particularly important to help students with learning difficulties improve their mathematics academic performance in daily teaching. Personally, I think the following strategies should be adopted:
(1) Pay attention to cultivating students' interest in learning mathematics, stimulate their enthusiasm for learning, and make them change from "I want to learn" to "I want to learn".
1, intuitive teaching should be strengthened.
Mathematics is a scientific and rigorous abstract subject. Its abstraction is the main reason for the formation of students with learning difficulties. Therefore, when teaching, we should strengthen the intuition of teaching. Like physics and chemistry, students can understand concepts and properties intuitively. For example, when learning the theorem of the sum of interior angles of triangles, you can cut off the three interior angles of triangular paper, and then let the students overlap the vertices to form a right angle. Through the students' own hands, feel the quantitative relationship between the three internal angles of the triangle, thus attracting the attention of poor students and guiding them to the above theorem. Of course, if conditions permit, it is better to demonstrate the above process with multimedia courseware.
2. The artistic application of teaching language should be strengthened to make teaching lively and interesting.
In classroom teaching, teachers should not only observe the learning mood of the whole class at any time, but also pay special attention to students with learning difficulties. Students with learning difficulties are often absent-minded and inattentive in class. If they teach in boring language, they are deaf and are not interested in math knowledge. At this time, teachers should use artistic teaching language to enliven the classroom atmosphere and guide each student to enter a positive thinking state, so as to achieve the teaching purpose.
3. Pay attention to emotional education.
Students with learning difficulties have rich emotions. They need teachers to show more care and love to them. When they have achieved something, they need the encouragement and affirmation of their teachers and praise them in time. As long as students with learning difficulties accept teachers, they will greatly mobilize their enthusiasm for learning, thus achieving the goal of autonomous learning. Therefore, in practical teaching, teachers should not only pay attention to their own image among students, but also attach importance to emotional education for students with learning difficulties. Fully affirm their advantages, affirm their slight progress, and urge them to study actively.
4. Teaching students with learning difficulties in the second classroom.
Carry out the second classroom teaching activities and set up math interest groups to stimulate students with learning difficulties' interest in learning math and encourage them to make positive progress.
(2) Cultivate good habits of conscious learning and teach correct learning methods.
1. When assigning homework, teachers should pay attention to the difficulty of homework, strengthen the guidance and transformation of students with learning difficulties, and urge them to finish the assigned homework seriously. Students with learning difficulties who have done their homework well or made progress in their homework should be praised and encouraged in time. Teachers should pay attention to overcome their impatience and impatience, reduce the requirements for students with learning difficulties, follow the principle of gradual progress, adopt the method of instillation, patiently coach from the starting point, make up lessons bit by bit, and let them gradually improve, so as to master the necessary cognitive foundation for continuing learning.
2. Most students with learning difficulties are passive and dependent. Often memorize mathematical concepts, formulas, theorems and rules, unwilling to use their brains, ask the teacher whenever they encounter problems, or even throw them aside; When answering questions, teachers should also pay attention to the application of heuristic teaching methods, gradually let them use their brains and guide them to analyze and answer questions. Don't give them ready-made answers, but correct their mistakes in analysis and solution at any time, and gradually cultivate their habit of completing their homework independently.
3. Students with learning difficulties should be educated from a dialectical point of view. For students with learning difficulties, we should not only care for them, but also give them patient and meticulous guidance and combine strict requirements. A very important reason why many poor students become poor students is that they are not strong in learning will, lazy in life, late or absent from class, often distracted in class, do not finish their homework in time or plagiarize, and have no preview or review at all. Therefore, teachers should pay special attention to the completion of students with learning difficulties, put forward strict requirements for them in the teaching process, and urge them to study hard.
(3) pass the exam carefully and pay attention to cultivating the self-confidence and self-esteem of students with learning difficulties.
We should consciously ask some easy questions, cultivate their confidence, let them taste the sweetness, and let them realize that they can learn well. Clear and specific requirements should be put forward for students before the exam, and individual counseling should be given to students with learning difficulties. This will also enable some students with learning difficulties to get higher scores through hard work, give them a sense of accomplishment, and gradually change their impression that they are always inferior to others in learning, thus cultivating their self-confidence and self-esteem.
Practice has proved that paying attention to the above methods in teaching can effectively improve the mathematics learning achievements of students with learning difficulties, and at the same time it is of great help to improve the quality of mathematics teaching in rural areas. The ancients said, "You can't reach a thousand miles without accumulating steps, and you can't become a river without accumulating steps." The same is true of learning. The reason why students with learning difficulties have poor academic performance is that they have not studied step by step. As long as teachers give careful guidance and training in actual teaching, they will definitely repay our hard work with excellent results.