Ninth grade work plan 1:

I. Guiding ideology

To carry out quality education for all students, we must do a good job in cultivating special students and transforming underachievers. In the cultivation of special students and the transformation of underachievers, the class teacher should pay attention to the cultivation of underachievers' non-intelligence factors and intelligence factors besides pouring love, finding bright spots, teaching students in accordance with their aptitude and doing repeated education. This semester, according to the actual situation of ninth grade students, the following plans are made:

Second, the list of students

Poor students:

Third, analysis of the causes of students with learning difficulties

1, family reasons for the formation of underachievers

Bad words and deeds of parents directly affect the healthy growth of children. They believe that going to college does not include distribution, but only after graduating from junior high school.

2. School reasons for the formation of underachievers.

Teachers have poor ideological education, one-sided pursuit of achievements, and no timely guidance for underachievers.

3. Non-intellectual factors (personal reasons)

Xx students themselves are smarter. The reason why he entered the ranks of poor students is directly related to his poor study habits since childhood. In seventh grade, he was afraid of hardship, frustration and hardship. When encountering difficulties, you will retreat, and when encountering setbacks, you will be devastated and lose confidence and courage. I also think that teachers and students look down on themselves and are nothing like others, so they break the jar and fall, don't learn by themselves, and don't want others to learn, and finally enter the ranks of "double poor students".

Xxx was transferred from Xiangyang in the eighth grade last semester. The child's English is poor, he can only know 26 initials, and he knows nothing about phonetic symbols. I can't spell at all, so I can only learn by rote. If I teach one today, I will forget it tomorrow. This makes me very anxious. Parents don't cooperate and don't come to their parents at all. I am afraid that I will be rejected by my parents if I want to visit my home. I heard that my parents have mental problems. So I have been unable to communicate with my parents.

Third, the measures and methods to cultivate gifted students and transform students with learning difficulties.

Transformation of underachievers:

1, cultivate the self-confidence of underachievers. Only by establishing the self-confidence of underachievers can we find a breakthrough point in our transformation work.

2. Educate underachievers in a scientific way.

3. Be tolerant of underachievers and blame less.

4. The head teacher should not only pay attention to cultivating the learning interest of underachievers. Pay attention to cultivate the stability and concentration of their interests, so that underachievers have perseverance and perseverance, concentrate on their studies, strive for perfection, seek pleasure from boredom and seek happiness from difficulties.

As a class teacher, we must try our best to cultivate strong will.

6. Teachers' guidance should be timely, and I will make up my mind to make up lessons for them in my spare time. Strive for results.

7. Family cooperation is the external condition for transforming underachievers. The influence of parents on students' growth is obvious and extremely important. The head teacher can communicate with parents through parent-teacher conferences, parent-teacher conferences and home visits.

Cultivation of eugenics: According to these students' specialties, they are good at doing some difficult problems, but they always feel that doing exercises in textbooks is not enough. In view of this situation, I often use the time of self-study class to give them some difficult questions, or Olympic math questions. Together every day, cultivate their agility and flexibility of thinking and gradually cultivate their mathematical thinking ability.

In short, as long as we in Qi Xin make concerted efforts, strengthen our confidence, conduct scientific education, regard the transformation of underachievers as an important aspect of quality education, and take it as the bounden responsibility of teachers, these late flowers will surely be colorful.

Ninth grade work plan 2:

I. Guiding ideology

Focusing on improving the brand quality of junior middle school and the long-term sustainable development of students, teaching students in accordance with their aptitude and giving guidance at different levels will promote the balanced improvement of the overall strength of this grade and contribute to the connotative development of the school.

Second, the distribution of responsibilities.

Coordination and evaluation: Yao Qitian

Evaluation and supervision: Dong Yonghui

Specific implementation: Zhang Kang, Wang Ping and Zhang Hongjun.

Third, specific measures

1, object: (1) Peiyou: pre-grade 150 students (dynamic);

(2) Make-up exam: 5 1- 150 students after grade (dynamic).

2. Exercise: (1) Data analysis. Use excel to find out each student's relatively weak subjects, establish corresponding personal files for training make-up, classify and arrange shifts, and implement targeted training;

(2) Classification and arrangement of classes: a. The number of excellent classes should be controlled within 25; Make-up control in each class 15 people.

B. Classes: It is planned to offer two classes of mathematics, physics and English last semester;

(3) Frequency: Plan to train or make up the difference twice a week.

3. Teachers: In principle, according to the screening results of various data, the corresponding preparation group is mainly responsible for and coordinating the relevant teachers of the relevant classes with the largest proportion of students;

4. Supporting mechanism

(1) lesson preparation and supervision:

A. Each teacher should submit an analysis report on his/her academic status, and the corresponding targeted ideas or programs to improve or make up for the differences;

B. Teachers shall submit lesson plans or materials for one-week training or make-up lessons to the lesson preparation group at least one day in advance, and submit them to the lesson preparation group for filing, examination and approval for future reference;

(2) Effect evaluation:

A. Evaluate the actual effect through the periodic change of the unified examination data;

B. feedback from students' discussion. Hold relevant student symposiums from time to time to understand the situation of cultivating outstanding students and filling the gap;

C. Pushing the door to attend class: the grade director and the lesson preparation team leader go into the corresponding class from time to time to master the first-hand information;

D. Give full play to the supervisory role of parents' committees and introduce supervision over this work.

(3) rewards and punishments:

A. Establish basic work subsidies (implement relevant school standards) and implement paid work;

B. According to the above comprehensive evaluation results, the principles of "excellent work is rewarded" and "ineffective work is not rewarded" are implemented;

C rewards and punishments will be based on actual data and facts, adhere to the principle of fairness, do not violate the relevant school systems and disciplines, and take care of class balance to a certain extent.