Since the promulgation of the Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Education Reform and Promoting Quality Education in an All-round Way, quality education has been deeply rooted in people's hearts. It requires facing all students and promoting their all-round and coordinated development. What is comprehensive and coordinated development? It includes the harmonious and all-round development of morality, intelligence, physique, beauty and labor. In actual teaching, the so-called "students with learning difficulties" usually refer to "students with learning difficulties", but in fact, they are often not bad in other aspects, even better than some students with good grades. As a "common problem" in modern education, students with learning difficulties have become a major problem in education and teaching. Successfully realizing the transformation of "students with learning difficulties" is not only related to the healthy development of a class, but also the need to realize the lifelong harmony, all-round development and sustainable development of students with learning difficulties.

Through years of educational practice, the author has the following experiences and would like to share them with you.

1. Causes of students with learning difficulties

The formation of students with learning difficulties has a slow development process. Because of the differences in learning attitude, habits, tastes, knowledge and experience, thinking and writing level, the knowledge structure of students with learning difficulties is obviously different from other students. Their knowledge tree is not complete and perfect. Some aspects are lacking. Bloom, an American educational psychologist, believes that the formation of students with learning difficulties is caused by the accumulation of teaching errors. Through investigation, the author found that most students with learning difficulties are formed by non-intellectual factors. It can be roughly divided into three categories: (1) non-learning type. These students are under the "bad influence" of society and family, their learning goals are unclear, they lack motivation and interest in learning, and they are unwilling to learn, thus becoming students with learning difficulties. (2) Afraid of learning, improper learning methods, often get twice the result with half the effort, and finally lose confidence and perseverance in learning, resulting in inferiority and self-abandonment, thus evolving into students with learning difficulties. (3) people who are tired of learning and have long been under great learning pressure. Heavy learning tasks lead to weariness of learning and gradually become students with learning difficulties.

How to help students with learning difficulties transform and make them become excellent?

(1) Know your heart, build your ambition, and promote your prestige. As the saying goes, "know yourself and know yourself, and you will win every battle." In order to transform students with learning difficulties, we must first understand their causes and psychological characteristics, and then cultivate their self-confidence. Self-confidence is an important psychological quality, but most students with learning difficulties lack self-confidence. They are bored, uninterested and give up on themselves. They always lag behind other students in their studies. In addition, there are few opportunities for praise and praise at ordinary times, and I am disheartened. Therefore, in teaching, I pay attention to creating an equal, democratic and scientific atmosphere. Discover their strengths and highlights, and praise and encourage them in time. Some difficult problems are generally required for students with learning difficulties to complete and give them a chance to perform. In addition, in group discussion, let students speak freely and boldly, not afraid of making mistakes, and let students with good academic performance be teachers for students with learning difficulties, which not only promotes the learning of students with learning difficulties, but also makes students who are "teachers" full of confidence and self-improvement. Secondly, in teaching, I pay attention to respecting the opinions and speeches of every student. Respect and trust are also a panacea to enhance students' self-confidence. I listen carefully, observe carefully, and patiently handle some trivial matters in the speech, homework, practice and life of students with learning difficulties. To this end, I also won their trust. I am willing to tell me any sweet words and difficulties in my life and study, and I am also willing to help them out.

Thirdly, in teaching, I often use encouraging words such as "give it a try", "give it a try" and "I believe you have a way" to motivate them to devote themselves wholeheartedly, actively use their hands and brains, give full play to everyone's potential and create miracles.

(2) Choose appropriate goals to promote their own progress. Students with learning difficulties have accumulated too many knowledge defects and have difficulties in learning. To this end, according to the development level of students in the class, I help students with learning difficulties to choose the learning role models in the class and determine their enterprising goals. The choice of role models should be moderate and acceptable to students. The goal is not far from you. Let the students try to jump and pick fruits. Once they catch up with their goals, they will be full of confidence, have the desire to surpass their goals and have a higher enthusiasm for learning. After a period of time, the goal has been achieved. There is another big problem that students with learning difficulties must solve, that is, they often lack perseverance and perseverance, and it is difficult to persevere. To this end, I often talk to them and clear up psychological barriers. They also want to study hard, but when they encounter difficulties, they want to back down and be lazy. In view of this situation, in addition to giving more ideological and psychological incentives, they can compare and compete as a group, and the members of the group help each other, and Qi Xin will work together for common development. Gifted students will take the initiative to make up lessons for students with learning difficulties, and students with learning difficulties are also afraid of delaying the group's retreat and stepping up their studies. Everyone wants to add points to the group. The time is not long, and the learning progress of students with learning difficulties is rapid, and the gap is getting smaller and smaller.

(3) Use love to influence and urge them to forge ahead.

Teachers' concern and classmates' love are the psychological needs of every child, especially those with learning difficulties. With love, they no longer feel abandoned, valued, respected and confident. When students with learning difficulties make mistakes or do something wrong, they don't have to stab them with rude language, but talk to them, analyze the reasons, find out the solutions to the problems, correct their mistakes with them, and let them feel the love of teachers and the collective love. An admiring look, an encouraging word and a gentle touch will make children full of confidence, dare to question, dare to explore and dare to argue. When we enter the classroom, we often see such a scene: dozens of children sometimes discuss in groups, study cooperatively, and sometimes ask questions around the teacher. Here, without the lofty dignity of teachers, teachers become close friends of students, and discuss, explore and share the joy of success with students.

Dewey, an American educator, said, "What we need is that students come to school with their whole hearts and leave school with a more complete mind and even a more sound body." Differences will always exist, but every child has a bright spot. It is the requirement of quality education, the eternal pursuit of every teacher and our unshirkable responsibility to narrow the gap and let every child get a comprehensive and coordinated development.