I. Measures:
1, attach importance to process evaluation
(1), pay attention to the little progress of "students with learning difficulties", give strong praise to students who have made progress in their homework or exams, and give material rewards when necessary. Try to keep them in a state of unremitting efforts.
(2) Make a plan of "helping a group" and "teaching with students", regularly determine the key help and education targets in batches, and promote the learning of "students with learning difficulties" in the whole class by setting up successful models.
(3) After each test or one-stage study, talk with them, encourage them to help set goals and encourage them to compete with each other.
2. Analyze the causes and characteristics of "students with learning difficulties" to make the counseling targeted and effective.
(1) Paying attention to the analysis of students' wrong questions is an important way to improve the effectiveness of counseling. By extracting the mistakes in the homework, exercises or tests of students with learning difficulties, systematically sorting out these mistakes, and diagnosing them from the aspects of students' learning habits, learning psychology and cognitive structure, we can analyze some regular problems. Thereby getting twice the result with half the effort.
(2) Paying attention to the "growing point" of students' knowledge and strengthening pre-class counseling will help narrow the gap between "students with learning difficulties" and other students in learning new knowledge and improve their learning confidence.
(3) Intensive tutoring after class. After class, according to the students' unclear understanding of the classroom teaching content, give timely guidance and help to the teaching content of the day.
3. Do a good job in home visits and strive for the support and cooperation of parents.
Second, the list of students with learning difficulties:
Educating an underachiever is as important and glorious as cultivating an excellent student. There is no impregnable fortress, and there are no students who can't teach well. A drop of water can penetrate a stone, but a rope saw can cut wood. As long as we persevere, work hard and be good at persuasion, we will certainly do a good job in transforming the underachievers, and the underachievers will certainly be transformed faster and better.
20 17 On the Tutoring Plan for Students with Mathematics Learning Disabilities Part II: Analysis of the Situation
Judging from the learning situation, knowledge and skills mastery and daily behavior norms, most female students are enthusiastic about learning, have clear learning objectives, are serious in class, have a strong interest in math classes, have strong hands-on ability and good quality, and are strict with themselves, especially class cadres, which can play a good exemplary role. However, most male students don't study hard enough, have lazy discipline and weak self-control. There are some phenomena such as small talk in class, small gestures, and endless homework after class. All kinds of situations show that in order to achieve large-scale harvest of teaching results, it is necessary to carry out planned and step-by-step transformation of students with learning difficulties, which account for nearly half of the total number of students in this class.
Second, the makeup goal
1, through patient guidance and education, eliminate their inferiority complex, enhance their confidence, make them dare to speak and love mathematics.
2. Try to tap its inherent advantages, drive its disadvantages with its advantages and promote its progress.
3, promote the class collective unity and cooperation, striving for advanced class collective.
In short, through the joint efforts of teachers and students, the fourth-grade students with learning difficulties can make progress and pass.
Fourth, make-up content
1. Educate students to correct their learning attitude, build up confidence, make clear their goals and persevere.
2. Start from the basics and feed back what you learn every day in time. Even if you are a tutor, you should focus on the ideas and methods of solving your own answers.
3. Pay attention to hierarchical teaching in teaching, reduce requirements and gradually improve.
4. Pay more attention to them at ordinary times, visit their families in time, cooperate closely with their parents, educate them and make them full of confidence.
Verb (abbreviation of verb) make-up measures
(A) to understand and study students with learning difficulties and reduce their psychological burden. To transform a student with learning difficulties, it is necessary to understand and study them. The psychological burden of students with learning difficulties often comes from educational and teaching activities that violate objective laws and unscientific family education, which makes them feel inferior and lose their due self-esteem, interest and confidence in learning. Therefore, to transform them, we must reduce the burden. My method this semester is:
1, respect the personality of students with learning difficulties, cultivate their self-esteem, guide students to make friends with students with learning difficulties in class, stimulate students' interest and desire in learning with love and patience, and let them walk with their heads held high;
2. Seize the interest, reflect individual differences, and learn their small progress and achievements through colorful activities, for the school, for the class and for the family? Enlarge and give affirmation and praise in time, improve their word of mouth and experience happiness from it, overcome their inferiority complex and enhance their self-motivation;
3. To cultivate the strong consciousness of students with learning difficulties, on the one hand, we should not relax the requirements for students with learning difficulties in class, but be strict and moderate. On the other hand, we should help and supervise them in groups and check their completion. Help those who have not finished patiently, and praise those who have finished in time.
(B) to reduce the academic burden of students with learning difficulties
Most students with learning difficulties have weak basic knowledge and poor problem-solving ability, and simple things cannot be completed quickly. Therefore, it is necessary to treat students with learning difficulties in teaching:
1, teach students in accordance with their aptitude, determine different starting points and provide classified counseling;
2. Guide them to master the correct learning methods and develop good study habits;
3, practice homework, you can relax appropriately, try to give them some homework that is easy to complete, and teachers in each class should cooperate closely, so that underachievers can establish learning confidence, enhance their interest in learning, acquire new knowledge and develop new skills.
(3) Establishing Harmonious Interpersonal Relationships A teacher's prestige is not established by beating, scolding and reprimanding, but by emotional communication and contact with students at ordinary times. Only with respect and care, students can win respect for teachers and establish a democratic and equal relationship between teachers and students, especially for underachievers, teachers should give them more understanding and respect, so that they can feel love and collective warmth.
(4) Establishing the Trinity of School, Society and Family The formation of students with learning difficulties is mostly related to social environment and family education. Therefore, to do a good job of students with learning difficulties is to understand and master their thoughts, dig from the roots and solve them from the roots. In short, transforming students with learning difficulties is a hard and complicated task, but as long as we cultivate the relationship between teachers and students with sincerity and care, and pay due confidence, love and perseverance, we can get good results.