Mathematics is a subject to cultivate students' logical thinking ability. This subject plays an important role in junior high school and is the basis of learning physics, chemistry and other disciplines well. Students with learning difficulties in mathematics are a group that makes our teachers feel headache and worry. In the face of these students, we should be patient and try our best to help them out of the predicament of mathematics learning. In recent years, I have made statistics and analysis on the learning situation of students with learning difficulties in junior high school mathematics teaching practice, and found that the learning forming factors of students with learning difficulties are mainly related to basic knowledge, learning time, learning strategies, learning motivation and interest, and teachers' teaching methods.

First, lack of interest in learning mathematics, weak learning will.

Students with learning difficulties generally lack interest in learning mathematics knowledge, have low curiosity and weak will, especially for learning some abstract concepts and theorems. Some students with learning difficulties will be afraid of difficulties when they encounter a large amount of calculation, complicated calculation steps, or a failed attempt, or even when they hear a difficult problem and look at a long topic. They lack the perseverance and confidence to overcome difficulties and overcome themselves, which makes them afraid of math learning.

Second, the chain and network are broken in the process of knowledge transfer.

The basic knowledge of students has the most significant influence on the existing academic performance. Compared with primary school mathematics, the structure of junior high school mathematics textbooks is more logical and systematic. In the connection of textbook knowledge, the knowledge learned in front is often the basis of later learning; Therefore, if students can't meet the requirements of previous knowledge and can't master knowledge in time, it will cause weak links in the process of continuous learning. Students with learning difficulties can't master the basic knowledge well in the process of learning mathematics, and they don't check the gaps in time, which leads to the break of the old and new knowledge chains and the formation of students learning mathematics on the basis of "castles in the air". In the long run, knowledge will not form a complete network, which will lead to the rupture of the network of basic knowledge and keep up with the process of collective learning. For example, when learning algebraic expressions, many students with learning difficulties are not very skilled in solving linear equations, which often leads to errors in the operation of quadratic equations.

Third, improper use of learning methods and strategies.

Junior high school students, young, have poor learning autonomy, often attend classes and finish their homework after class. There is no learning method of preview before class and review after class. They don't pay attention to the understanding of mathematics, don't compare what they have learned, are not good at induction, don't form a complete learning operating system, don't get rid of the mechanical recitation and rote learning methods taught in primary schools, and can't adapt to the learning of junior high school mathematics, which finally seriously affects the quantity and quality of knowledge intake and gradually forms a situation in which the academic development of students with learning difficulties lags behind.

Fourth, exams create psychological barriers.

Students with learning difficulties in mathematics have poor foundation and weak ability, so they often can't perform normally in mathematics examinations. This kind of psychological obstacle is generally manifested as follows: ① fear, and the exam is finished too slowly. (2) Psychological anxiety leads to sloppy examination, various mistakes and even missing questions. Because I can't do the last question, I'm still thinking about the last question when I'm doing the next one, which leads to a simple calculation error. ④ The relationship between "no plenary session" and "no knowledge at all" is not handled well, so if you fail to understand and master a certain topic, the whole topic will lose points. Examination obstacles seriously affect the normal mathematics level of students with learning difficulties, so that students with learning difficulties can not get satisfactory mathematics results, and over time they will have an aversion to mathematics learning. The new curriculum (outline) standard of compulsory mathematics education in junior middle school clearly puts forward that "special attention should be paid to students with learning difficulties, and effective measures should be taken in time to stimulate their interest in learning mathematics ...", which shows the urgency of transforming students with learning difficulties. Here are some of my practices and experiences:

One is to move people with emotion, help students with learning difficulties to build up confidence and stimulate their interest in learning mathematics. Students with learning difficulties all show poor math scores, lack of confidence in learning math, lack of interest and inferiority. As teachers, first of all, don't discriminate against them, but care more about them, help them more, and don't blame them more. Instead, make friends with them, talk to them more and learn about their actual situation. Try to make up with them. For example, students with poor foundation should make up the corresponding knowledge; Students with low level of thinking should be encouraged to use their brains more. They often have a strong sense of inferiority. In order to make them overcome this psychological obstacle, they should pay more attention to the level of mathematics. The formation of mathematical ability is mainly the result of acquired efforts. As long as people with normal intelligence can learn math well through hard work; For students with poor study habits and learning quality, we should do more ideological work and encourage them to be proactive, have ideals and pursue. Strictly regulate them and resolutely correct their bad habits. As long as our teachers care more about students with learning difficulties and help them more, their mood will be high and their concern will enhance their confidence. Once they trust their teachers, their interest in learning mathematics will be greatly improved.

Second, convince people by reasoning, cultivate non-intellectual factors of students with learning difficulties, and overcome their fear of learning mathematics. Caring for and helping students with learning difficulties will stimulate their temporary enthusiasm for learning, but when they study for a period of time, they feel that they have not gained much and may be discouraged again. Students with learning difficulties often have weak willpower and it is difficult to overcome the "plateau" phenomenon in learning. At this time, teachers should encourage them in time and emphasize that "learning is expensive and constant". For example, if you list the good study habits of students who have studied around you, or the inventions and creations of scientists, it will take them years or even decades to succeed. Learning mathematics well is by no means a matter of one day or two days, one month or two months. It takes a semester to persist, and only through long-term unremitting efforts can it be improved. Only with certain accumulation can qualitative change occur. Rome was not built in a day! Therefore, we must have strong perseverance, persistent exploration spirit and rigorous scientific attitude. In order to make them have a stable interest in learning, the teacher's usual "reward" is very important. Even if your test scores improve by one point, don't forget to praise, and you must be sure that you have done a problem correctly in your homework. Students who insist on studying well at ordinary times should be given "hard work" awards, and students who have made progress in their studies should be given "Star of Hope" and "Star of Tomorrow" and other progress awards. Commending and rewarding students with learning difficulties will have unexpected effects and be of great benefit to the formation of students' good study habits!

Thirdly, using classroom information feedback to improve the math scores and math level of students with learning difficulties. Teachers' classroom teaching is for all students, and their ability to accept new knowledge varies greatly due to the differences in their academic performance and learning ability. Teachers should pay special attention to the information feedback of poor students and adjust the rhythm, breadth and depth of knowledge in time according to their facial expressions and performance in answering questions. Control them at an acceptable level. In case they bring "new accounts" again. For the basic knowledge and methods that must be mastered, it is necessary to check the class situation of students with learning difficulties in time and make up for it in time. It is best to correct the homework of students with learning difficulties face to face and correct it in time. In particular, we should correct their subjective "understanding" and methods, so that they can sum up their experiences and lessons and overcome their subjective mistakes.

Students with learning difficulties in junior high school are a huge group of students with learning difficulties. The transformation of students with learning difficulties is very important and necessary, which is related to the success or failure of the new round of basic curriculum reform in China. The key factor to transform students with learning difficulties is teachers' teaching concept. In the new wave of basic curriculum reform, the transformation and renewal of mathematics teachers' teaching concept will be closely linked with the transformation and development of junior high school students with learning difficulties.