Second, cultivate students' good habit of consciously learning and improve their problem-solving ability. When assigning homework, teachers should pay attention to the difficulty of homework, strengthen the guidance and transformation of underachievers, and urge them to finish the assigned homework seriously. Underachievers who have done their homework well or made progress in their homework should be praised and encouraged in time. Teachers should pay attention to overcoming impatience (for example, increasing homework for underachievers), reducing the requirements for underachievers, adopting the principle of step by step and instilling teaching methods, patiently tutoring them to make up lessons from the starting point bit by bit, so that they can gradually improve. Most underachievers 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 pay attention to the application of heuristic teaching, gradually let them use their brains and guide them to analyze and answer questions. Don't give them ready-made answers, and gradually cultivate their habit of finishing their homework independently. We should educate underachievers from a dialectical point of view. We should not only care about them, guide them patiently and meticulously, but also be strict with them. A very important reason why many underachievers become underachievers is that they are not strong in learning will, lazy in life, late for class or skipping classes, their homework is not completed or copied in time, and there is no preview or review at all. Therefore, teachers should pay special attention to the homework completion of underachievers, put forward strict requirements for them in the teaching process, and urge them to study hard.
Third, pay attention to cultivate the learning interest of underachievers and stimulate their learning enthusiasm. Underachievers in mathematics mainly lack interest in learning mathematics. Their math foundation is very poor. They always feel that mathematics is complicated and afraid of it. They always feel that mathematics is boring and out of touch with reality. They always think that physical chemistry is not directly useful and they are not interested in mathematics. Therefore, teachers must pay attention to changing the one-sided understanding from easy to difficult when giving lectures. For example, when talking about the triangle interior angle theorem, let students draw a triangle at will, use three colors to represent the three interior angles, then cut out the three interior angles with scissors, and then ask: What is the result of putting the three angles together? Is everyone the same? What conclusion can you draw? How many ways can you prove it? In this way, students are guided to be willing to start work, use their brains and actively participate in exploration, which turns boring learning content into interesting things and overcomes the teaching method of following the book. Once students are interested in learning mathematics, they will be willing to invest more time and energy in mathematics learning, and their enthusiasm for learning mathematics knowledge, methods and skills will be higher. In the work of transforming underachievers, teachers must care and cherish every underachiever and be their bosom friends. Don't scold, laugh at, despise or let go of underachievers. You must take good care of them. At the same time, we should pay attention to discovering their "bright spots" and give them "accelerant" in time to ignite their wisdom sparks. Every progress and achievement of underachievers should be "charted", and the shortcomings of underachievers should be "charted". Only in this way can we communicate the feelings between teachers and students; Only when students like teachers can they naturally like the subject knowledge taught by teachers. Teachers should enthusiastically appear in front of the underachievers, sincerely and enthusiastically serve the underachievers, so that the underachievers can increase their interest, feel the fun of learning mathematics well, have a passion for mathematics, and establish their enthusiasm and confidence in learning mathematics well. In teaching, in order to make the underachievers have the determination and perseverance to persist in learning, we teachers must strengthen their sense of responsibility and try our best to stimulate their interest in learning through various channels, but we should also pay attention to maintaining, consolidating and developing their interest in learning.
Fourth, insist on teaching students in accordance with their aptitude and lay a good foundation for learning.
The so-called underachievers are mainly due to too many loopholes in knowledge, which leads to low acceptance. To transform, we must first check the differences and fill the gaps, see what we have learned, and achieve "teaching students in accordance with their aptitude." In teaching, teachers should encourage underachievers to use their brains, speak actively and boldly ask questions they don't understand. Teachers enthusiastically answer questions for underachievers, so that underachievers can enjoy a tense and active classroom atmosphere. When setting questions, teachers should first design enlightening questions, and then ask questions about the relationship and contradiction between the knowledge mastered by underachievers and new knowledge. In order to make the underachievers start and let them "jump to get the fruit", it requires teachers to find out the knowledge structure of the underachievers in combination with their reality, and guide them to think positively by asking simple questions, so as to extend, expand and transfer them and achieve the purpose of learning new content.
When assigning homework, the whole class should not be "one size fits all". Underachievers should start with basic knowledge points and let them answer some simple questions. We coach underachievers, especially to seize the good opportunity of classroom practice, and often patrol in front of several underachievers to give patient and meticulous guidance. In the underachievers' homework, the underachievers' homework writing is often untidy, and the problem-solving methods are chaotic. Teachers should be especially serious and responsible when correcting homework, try to use slapping more, guide underachievers to analyze the causes of problem-solving errors, find correct problem-solving methods, and formulate corrective measures, so that underachievers can gradually test the correctness of problem-solving symbols in their homework, so as to master and consolidate the new knowledge they have learned in each class.
Fifth, strengthen success and pay attention to cultivating the self-confidence and self-esteem of underachievers.
Special attention should be paid to giving students a sense of success. Usually, the more successful they are, the more motivated they are. In the teaching process, teachers strive to create opportunities for success, so that no student can achieve different degrees of success on different foundations, and experience the joy of success through their own efforts. For example, after each chapter, combined with students' reality, several groups of comprehensive training questions can be set up to guide students to think positively and make progress despite difficulties. The difficulty of the question should form a gradient so that every student can "jump" and touch it. We should always pay attention to the poor students, patiently inspire them, guide them according to the situation, fully affirm and praise every achievement they have made in a timely and sincere manner, create more opportunities for their success, and let them learn from themselves constantly. Practice has proved that paying attention to the above methods in teaching is of great help to improve the grades of underachievers and improve the quality of mathematics teaching in a large area. The reason why underachievers don't study well is that they don't study step by step. They lack a little concept of learning here, and a little theorem formula there, so that they can't keep up, get tired of learning and get worse. However, as long as teachers carefully guide and cultivate students with learning difficulties in actual teaching, then our sweat will be rewarded.