First, hierarchical evaluation should be effective.
Whether the teacher's evaluation of students is appropriate is a barometer of the mood of first-year students. First-year students are immature in psychology and personality, and are easily influenced by the environment. Teachers can combine students' age characteristics, implement a hierarchical evaluation mechanism in the classroom, and use passionate evaluation language to stimulate students' interest in mathematics, so that they can have a pleasant and positive experience and enhance their self-confidence in learning. Even if students with learning difficulties make mistakes, teachers should not completely deny them, let alone be sarcastic, but tell the facts and help them analyze the reasons for their mistakes. For different types of students with learning difficulties, we should grasp effective "evaluation points" so that students can know the direction of further efforts while feeling appreciation and attention. For example, for naughty students with learning difficulties, we can focus on cultivating the habit of attending classes and give encouragement in time: "You listened carefully just now, so you answered very well"; For students with learning difficulties who are slow to respond, let them learn to absorb other people's thinking results, such as "Did you understand the students' ideas just now? Come and repeat it! "
Second, hierarchical guidance should focus on the class.
1. "Make a slope" before class to help students with learning difficulties "climb the slope" smoothly.
The thinking ability and intelligence level of students with learning difficulties are relatively backward. Teachers can let them know the questions to be explored in class one day in advance, and guide them to collect information, process information, practice, think independently and explore, and make full preparations before class. For example, before teaching statistics, students with learning difficulties can arrange flowers at home and try to put them in books to increase their self-confidence in learning.
2. Set up a stage in the classroom so that students with learning difficulties can play a leading role in their study.
Students with learning difficulties are prone to make mistakes when doing problems, often because they do not accurately understand the connotation of knowledge or distinguish the differences between confusing knowledge. Therefore, in the process of classroom practice and training, teachers should seriously help students with learning difficulties to analyze the causes of mistakes, guide them to find the right solutions, mobilize their enthusiasm for learning, and make them the protagonists of classroom learning.
3. "Slope extension" after class gives priority to "downhill" for students with learning difficulties.
After the new lesson is taught, teachers often arrange classroom tests, but students with learning difficulties rarely get them all right. In this regard, teachers must achieve four "priorities": ① giving priority to counseling; ② Priority score; (3) batch surface modification of preferential surface; 4 give priority to solving doubts. Only by creating "priority" opportunities for students with learning difficulties, teachers can help them check for leaks and fill gaps in the first place and promote their progress.
4. Pay equal attention to rigid operation and flexible operation.
In class, the design of exercises should have a gradient. You can ask the whole class to complete the basic exercises first, and then gradually improve and broaden them, so that students who have reached the previous goal can take the lead in doing the next level of exercises, and teachers can concentrate on tutoring individual students who don't understand. In this way, students with learning difficulties can successfully complete their basic homework, and it doesn't matter if they can't do flexible questions. If they do these questions after the teacher comments on the whole class, they won't find it difficult.
For first-year students, verbal arithmetic is the most important basic math skill. Teachers should ask students to practice oral arithmetic every day, and pay special attention to the progress of students with learning difficulties during the practice. Since the beginning of school, I have insisted on issuing a problem-solving card every week, which contains about 120 oral questions. Students with learning difficulties are asked to go home to practice every day, and parents record the time spent and the number of wrong questions. In order to prevent students with learning difficulties from remembering answers, I asked them to change the order of oral calculation when practicing; For the results recorded by parents, I will compare them horizontally and vertically to see every progress of students with learning difficulties.
Third, group cooperation should pay attention to the "mouth" of students with learning difficulties.
First-year students with learning difficulties are active and easily distracted. In the process of group cooperative learning, teachers should pay special attention to the "mouth" of students with learning difficulties, so that students with learning difficulties can have something to say and talk about. After the group discussion, in the group report, let the students with learning difficulties report the results of group cooperative learning and ask, "What did you learn from the discussion just now?" "What do you think?" "Why do you think so?" "Any other ideas?" Wait for questions. Sometimes it is difficult for students with learning difficulties to keep up with other students in the group. Teachers should give them opportunities to express their ideas. For example, in the teaching of "knowing clocks", teachers can let students with learning difficulties play with clock models and explain clearly how they know what time it is on the clock face.
Fourth, the word "fun" should be closely linked to cultural influence.
Mathematics is a rigorous and profound science. For the first-grade children, teachers must make them feel that mathematics learning is very interesting and sow a seed of interest in their inner world, and the transformation of students with mathematics learning difficulties needs such a precious seed.
In view of the fact that the practical ability of students with learning difficulties is not worse than that of gifted students, we have launched "fun mathematics" activities, such as jigsaw puzzle modeling contest, graphic game for the blind, racket count contest and so on. Often carrying out such activities can further improve the practical operation ability of students with learning difficulties. A large number of scientific research shows that most students with learning difficulties are not stupid, but teachers have not mobilized their learning enthusiasm well. The development of extracurricular mathematics activities can not only induce students with learning difficulties' thirst for knowledge, but also develop their potential intelligence.
In short, teachers must adopt teaching methods suitable for students with learning difficulties according to the characteristics of first-year students. In the process of transforming students with learning difficulties, teachers should also bear in mind that the classroom is the main position of students with learning difficulties, and carefully consider the progress of students with learning difficulties in classroom learning with a scientific research attitude, so as to create an effective mathematics classroom suitable for the development of students with learning difficulties.
(Editor Zhao Yongling)