The significance of cultivating gifted students is self-evident. "Quality education" is not a "one size fits all" education, but an education aimed at all students and each student's personality characteristics. Explore and develop the potential of every student as much as possible, so that as many students as possible can achieve ideal development in all aspects and become the eugenics expected by teachers. What should we start with to cultivate "top students"? I think we should start from the following two aspects. First of all, starting from its unique ideological and behavioral defects, it promotes the standardization and scientificity of its thoughts and behaviors. Second, starting from the personality characteristics of gifted students, help them make a major breakthrough in mathematics and learn mathematics well. At present, "gifted students" in junior middle schools have the following characteristics: 1, with a strong thirst for knowledge and a strong ability to accept. Correct learning attitude and scientific methods. 2, because the intelligence is stronger than the average student, it is easier to study in class, and it is easy to be complacent, rather than striving for progress. 3. Being at the forefront of learning for a long time is easy to be proud and conceited. 4. Under the pressure of abnormal enrollment rate, it is easy to produce narrow thoughts and emotions and unfair competition in learning. 5. Poor psychological endurance, not as good as ordinary students. The above points are only the * * * nature of general eugenics, and certainly not every "eugenics". Some just focus on certain aspects. First, cultivate the thinking and behavior habits of "gifted students" In today's educational background, some educators only pay attention to their scores while cultivating "gifted students", ignoring their unique education on thinking and behavior defects. Leading to a certain degree of deviation in thinking and behavior habits. According to the process of cultivating gifted students in education and teaching in recent years, I have the following experiences on how to cultivate and correct their thinking and behavior habits. First, guide the "gifted students" to set up lofty aspirations. Generally speaking, the IQ of gifted students is higher than that of ordinary students. Even if you don't study hard, your grades will be among the best and you can be admitted to the university. This often makes some "gifted students" not strive for progress. Therefore, in order for these students to truly develop their potential and become the pillars of the motherland, we must guide them to set up lofty ideals, clarify their aspirations, and truly aim high. Let "gifted students" realize that being better than others means taking on more responsibilities and working harder and harder than others in the future. Guide eugenics to aspire, recommend biographical books of great men and celebrities to them, and let eugenics fully understand its mission. Second, encourage eugenics to surpass itself. Many "eugenics" may feel the same way. They could have been admitted to key universities, but they could only be admitted to ordinary universities. I could have made a career, but I only found a job to make a living, and so on. Their feelings about this may be, why does fate play such a trick on people? As we all know, there are many reasons for this regrettable result. But the most important reason is that you don't have the courage, perseverance and ability to overcome and surpass yourself. Usually we say to students, "Don't bury yourself in the future". It is obviously inappropriate to say this to all students. However, for a few talented students with great potential, we provide them with the hope of "pursuing Excellence". I think the key points to motivate gifted students to surpass themselves are as follows: 1 Let them practice in all aspects as much as possible and explore the potential they didn't realize before. Second, advise them not to trip over the lock of daily life and encourage them to overcome themselves. In my opinion, modern children lack the spirit of hardship, so they should be properly educated. Let them grow up in repeated tempering and realize that "the joy and glory of life is from overcoming self to surpassing self". Third, the "eugenics" who has been in the eugenics group for a long time rarely tastes failure and being left out. For example, "gifted students" who enter high school feel that there are different learning leaders around them, and they can no longer be liked by teachers and paid attention to by classmates like junior high school. It makes some "gifted students" depressed, pessimistic and disappointed, and some students even lose confidence in their future. Therefore, it is necessary and important to cultivate the psychological quality of gifted students, especially their ability to resist setbacks. In the process of cultivating gifted students. First of all, "gifted students" should not be specialized, but should be treated equally with other students; Secondly, the "eugenics" who serve as class cadres cannot be lifelong, but should be rotated reasonably. In particular, "eugenics" who violate discipline should be strictly controlled. After a long period of training, they will calmly face failures, setbacks and all kinds of unexpected blows on the road of life. The above is only a superficial analysis of the ideological and behavioral defects and educational measures of eugenics. So, how can we help gifted students make a big breakthrough in mathematics and learn mathematics well? Second, help "gifted students" make a major breakthrough in mathematics and learn well. After the reform of junior high school mathematics curriculum in recent years, the difficulty and depth of knowledge have been reduced. For excellent gifted students, there is often a feeling of "not having enough to eat". How to train these students to develop in an all-round way and learn to be good at it and become top students in mathematics learning. Lay a solid foundation for high school study. This is an important problem faced by junior high school math teachers. In recent years, I have done some practice and exploration in junior high school mathematics teaching, and I have some experiences and feelings. The combination of classroom teaching and extracurricular teaching in the first class is an important way to impart knowledge to students. Only by laying a good foundation in classroom teaching can we learn deeper, learn deeper and develop in an all-round way. Therefore, I attach great importance to in-class teaching, emphasize the importance of basic knowledge, and eliminate the psychology of aiming too high. Classroom teaching can't be scripted, so we should talk less about simple content, talk a little, and appropriately increase the content that is not in the textbook, but is closely related to the textbook content. These contents are all things that students find difficult and have never seen in the process of self-study. Whenever talking about these contents, students listen most attentively and work hardest. For example, when the fractional value is zero, the numeralization can be converted into a quadratic trinomial about a certain letter (which can be decomposed by cross multiplication), and then it can be transformed into a quadratic equation of one yuan, so that the eugenics can see that the quadratic equation of one yuan can also be solved with what they have learned, satisfying their thirst for knowledge and improving their interest in learning. However, due to the limitation of teaching content, teaching time and teaching object, it is impossible to upgrade and deepen the teaching content for a long time. The cultivation of gifted students mainly uses extracurricular time. Extracurricular activities are the extension and expansion of classroom teaching. Extracurricular activities can give teachers the most space in time, content and teaching objects. For example, I am talking about how to find the height of two tall buildings by trigonometric function, bring students to the scene, let students discuss and choose a scheme, measure several necessary data, and write the process of calculating the height of tall buildings. In such extracurricular activities, students' gains are far greater than listening to the teacher for a few classes in class. The combination of in-class and out-of-class improves the effect of classroom teaching and the depth and breadth of students' knowledge. This is the most fundamental and effective way to cultivate the gifted students in junior middle school mathematics. Second, combine theory with practice. All knowledge comes from practice and serves practice. It is developed on the basis of observing life. So is the development of mathematics. So in the process of cultivating gifted students, I pay special attention to the combination of theory and real life. When explaining the theory, use real life to explain. After explaining the theory, use the theory to solve practical problems (for example, use trigonometric function knowledge to explain practical problems such as whether the ship hits the rocks or lies on the beach). Through the combination of theory and practice, we can improve the ability of applying theoretical knowledge to solve practical problems, deepen the understanding of theory, and achieve twice the result with half the effort. Thirdly, the combination of improving the level and improving the interest in learning is an emotional intention of students to understand the world hard, eager to acquire cultural and scientific knowledge and constantly explore the truth. Junior high school mathematics interests can be divided into the following categories. (1) Intuitive interest. (2) Causal interests. (3) theoretical interest. From the process of mathematics learning: intuitive interest is basically in the stage of external perceptual interest, and its stability is poor; With the increase of students' knowledge and grade, the number of students who form causal interest is gradually increasing, and this interest is relatively stable. But when students encounter difficulties in the process of learning mathematics and their academic performance is not ideal, this interest will also fluctuate. Theoretical interest is the highest level of interest development and a very stable interest in mathematics learning. Causal interest and theoretical interest are in the stage of rational interest. According to the actual situation of students, how to raise the perceptual interest of gifted students to rational interest in the process of counseling? Method one. Consolidate students' intuitive interest through various methods. For example, when learning the addition and subtraction of rational numbers, the correct result is finally determined through guessing, discussion and the correct introduction of the teacher. It fully shows that students are the main body of teaching, and students' interests are formed and developed in the process of active learning. Method 2: In the process of improving the knowledge level, we should raise the perceptual interest to the rational interest stage, and the interest should not always stay in the perceptual interest stage. Only in this way can we adapt to the continuous increase and deepening of content. In the process of counseling, pay attention to the depth of the questions asked, guide students to develop the "zone of proximal development", let students feel the joy of thinking, and improve their interest level with successful incentives. The cultivation of "gifted students" is a long-term systematic project, which requires the joint efforts of teachers and students. The cultivation of gifted students is not to encourage students to learn from others, but to teach students in accordance with their aptitude. "Eugenics", through purposeful and step-by-step training according to students' characteristics, can improve and perfect students' subject knowledge, thinking mode, learning methods, will quality, study habits and behavior habits, lay a solid foundation for future study and work, and become the pillar of the motherland.