Some teachers often regard students' entrance scores as the learning level of the whole learning stage, while ignoring students' potential ability. Under the control of this concept, teachers lose confidence in students from the beginning, and students' enthusiasm for learning is indifferent, depressed and hurt invisibly, which leads to a vicious circle year after year, so that students will never learn well. The experiment of B.S. Bloom, a famous American educator and psychologist, proves that the problem of many poor students is not intelligence, but that they have not received the timely care and help they need. Therefore, teachers should pay special attention to poor students in their daily life and teaching activities, learn more about their ideological situation and learning difficulties, and seize the opportunity to stimulate their strong desire to learn. For example, measures such as talking with poor students more, arranging seats to take care of poor students, asking questions in class, patiently answering poor students' questions, correcting poor students' homework face to face, and helping one or two poor students by class teachers and subject teachers have all achieved good results.
Second, according to the psychological characteristics of poor students, stimulate interest in learning and induce poor students to love learning.
Poor students let me learn, and I want to learn, which is a valuable progress. But if they can't stabilize their interest in learning, all their efforts will be wasted. Therefore, according to the psychological characteristics of poor students, I find some practical and effective methods to stimulate their interest in learning and induce them to love learning.
1. Pay attention to integrating theory with practice, especially what poor students are familiar with, to stimulate their interest in learning. Mathematics is rich in content and combined with practice. I pay attention to proper guidance and create a climax environment for learning, thus stimulating students' interest in learning and their initiative in learning, thus generating positive thinking activities.
2. Creating opportunities for poor students to succeed and let them experience the fun and interest in learning is rooted in winning tough battles. It is more difficult for poor students to make further progress than other students. Considering this feature, I provide poor students with opportunities to succeed in the group. For example, the classroom questions of poor students should be simple, and progress awards should be set according to the progress of homework and exam results. In short, if you see the poor students make a little progress, you should give them affirmation and inform their parents in time, so that they can experience the happiness of learning progress in class and at home, thus stabilizing their interest in learning.
Third, study the teaching materials deeply, lower the starting point appropriately, disperse the difficulties, and make students feel that they can learn.
1, in mathematics teaching, I pay attention to properly lowering the starting point of knowledge, so that poor students can step into the threshold of new knowledge and feel that they can learn to teach students new lessons.
Slow down, play less and deepen knowledge points, so that poor students can thoroughly understand the contents of textbooks and master the outline requirements. Add some comprehensive questions in the exercise, so that the students with good grades can have a full meal, but don't ask the poor students. Some knowledge points can also be deepened and expanded in chapters, unit reviews or general reviews.
2, in the classroom teaching, I really slowed down the class speed appropriately, so that poor students feel that they can keep up with the teaching progress. Poor students are part of the class collective, and the teaching effect should pursue the overall effect of the class and the response of poor students. Therefore, when I teach, I don't force myself to be in a hurry, but take care of all the students and can't ignore the poor students. For example, when talking about key content, I really slow down and repeat it once or twice as much as possible; Before asking poor students to answer questions, let them have enough time to think, induce them to think positively, and let them really master relevant knowledge.
3. Difficulty in dispersion makes it easy. When I teach, I try my best to make poor students feel eager to learn. At the same time, I also try to make difficult things simple and complicated knowledge easier for them to accept. Turn the knowledge that poor students seem difficult into knowledge that they can easily understand and digest, and their interest in learning will be further consolidated and improved.
Fourth, according to the learning characteristics of poor students, improve the learning methods of poor students, so that poor students can learn from learning.
According to the characteristics of different subjects, please ask other teachers to introduce the learning methods of different subjects. Because all subjects are related to each other, I asked teachers from other subjects to introduce learning methods, so as to improve students' mathematics learning methods.
Fifth, improve the reflective ability of education and teaching.
1. To improve the reflective ability of education and teaching, we should first reflect on our classroom teaching regularly.
To reflect on our classroom teaching, we should start from the following aspects:
(1) reflect on whether your own language can arouse students' positive thinking.
Be a caring person for the good and the bad, always write it down, analyze the reasons and improve your language expression ability.
(2) Reflect on whether the learning process has brought students' autonomous ability into full play.
2. To improve the reflective ability of education and teaching, we should always consider problems from the standpoint of students and reflect on our own educational behavior.
Six, timely check the feedback, counseling and correction, to further improve the poor students' academic performance.
1. Guide students by classification. For the common problems of students, I can take appropriate class hours or use extracurricular time to give collective counseling and correction to students; For a few students with problems, we should guide them in different categories and strengthen individual counseling.
2. With the help of students' families, provide students with timely counseling and correction.
Some students' parents, brothers and sisters are literate. I can care about their studies in time and give necessary help, which is also effective for poor students. At the same time, I also noticed this. At first, this kind of help and counseling was not fully rolled out, but focused on individual experiments. On this basis, it is promoted in the whole class.
To sum up, I think a teacher must start with the psychological and learning difficulties of students with learning difficulties, and start from the subjective factors of students themselves, so as to promote their academic performance and ultimately achieve the goal of promoting the all-round development of students with learning difficulties.