In daily study and work, when it comes to papers, everyone is certainly familiar with them. A thesis refers to an article that conducts research in various academic fields and describes the achievements of academic research. How to write a thoughtful and literary paper? The following is my brief talk on how to transform students with learning difficulties. Welcome everyone to refer to it, I hope it will help you.
Implementing quality education is the need of the times, and the essence of quality education lies in facing all students, so that each student can develop comprehensively and actively and have the basic qualities that a new generation of qualified citizens should have. However, due to physical defects, intellectual factors, family and social environment, a certain number of students have learning difficulties. Students with learning difficulties lose confidence in learning because of their unsatisfactory academic performance, and even have the psychology of "breaking the jar and breaking the fall"; They can't feel the satisfaction of success and the pleasure of progress, and they can't have interest in learning. As a result, a vicious circle appears, and their academic performance is further affected, thus becoming a vulnerable group among students.
Harmonious teacher-student relationship is the basis of transformation.
As we all know, once students don't like a teacher, they don't like the courses taught by the teacher. To make students interested in learning, teachers must be respected and loved by students. Therefore, in the process of contact with students, teachers should be strict with themselves everywhere, be passionate in class, treat students equally, and especially respect and care for students with learning difficulties. To treat students with learning difficulties, teachers should often contact them, participate in some activities they carry out, and talk with them, so that they can feel the high hopes placed on them by teachers and realize the significance and responsibility of learning. Teachers should be strict with themselves, attract them with personality charm, influence them, set an example by themselves.
Some students with poor academic performance need teachers' guidance and care very much, but because of their heavy inferiority complex, they are afraid to approach teachers and are even more ashamed to ask questions. At this time, teachers should pay more attention to them, encourage and ask them to ask questions to teachers regularly. As the saying goes: "There are dozens or more, which is nothing like winning the prize." To make students with learning difficulties understand that they should not be afraid of students with learning difficulties, it is important to actively cooperate with teachers and remove obstacles on the learning road together, so that they can "learn from others and believe in their ways" and at the same time try to avoid carelessness in teaching language or attitude, which will dampen their enthusiasm for learning and fragile self-esteem. In this way, students will like you and slowly like the subjects you teach.
Second, the pleasure of success is the driving force of transformation.
As long as a person experiences the joy of success once, it will arouse countless efforts to pursue success, and it is also true for students with learning difficulties. However, most students with learning difficulties are seriously lazy in thinking, lack initiative in learning and fail to develop good study habits. Therefore, teachers must make them clear about their learning objectives, correct their learning attitudes, stimulate their interest in learning, enhance their learning will, develop good study habits, gradually overcome the inertia in their thinking, and make up for the lack of intelligence factors with non-intelligence factors. In classroom teaching, teachers should pay attention to hierarchical teaching, create active participation situations for students with learning difficulties, create opportunities for students with learning difficulties to show their talents, reduce their frustration in learning, and make them gain as many teachers' affirmation, praise and praise as possible. For example, in group cooperation, letting students with learning difficulties express their opinions on behalf of the group can urge students with learning difficulties to pay attention to collecting all kinds of information in group cooperation and represent the opinions of the group when answering, which is easy to get the joy of success. Students with learning difficulties often have a high rate of homework errors. When correcting homework, the teacher should not cross when he sees that the answer is wrong. They should analyze whether the thinking process is correct and reasonable, point out the correct parts, draw lines in the wrong places, and correct them before scoring. If the revision is correct, it can also give encouragement to the best. In order to motivate students with learning difficulties, we can also hold competitions among them to see who is making rapid progress, so that students with learning difficulties can feel that their efforts are constantly effective and their struggle will be successful, and increase their self-confidence and interest in learning.
Third, classroom teaching is the main battlefield of transformation.
Improving classroom teaching is the main measure to transform students with learning difficulties. When preparing lessons, teachers should think more about students with learning difficulties; In class, we should try to create some opportunities for them to ask questions, answer questions and exercise on the blackboard, and avoid one-on-one activities between teachers and excellent students; In classroom practice, priority should be given to the role and counseling of students with learning difficulties. Especially when students with learning difficulties encounter difficulties in completing exercises and are eager for help, teachers should give timely guidance. It is much better to help remove obstacles before they make mistakes than to make up lessons after class. Practice shows that only by insisting on classroom consolidation can students with learning difficulties be effectively prevented from falling behind day by day, and it is possible to steadily improve their academic performance.
Fourth, changing the evaluation method is the key to the transformation.
The traditional view of teaching evaluation is based on scores, and the quality is measured by scores or equality. If measured by this scale, some students with learning difficulties will never reach the standard of excellent grades. This evaluation method is not conducive to developing students' potential and improving their physical and mental quality, and is not suitable for their all-round development. While transforming students with learning difficulties, teachers are also changing their teaching views. What teachers do is education suitable for talents, not talents suitable for education. To measure the progress of students with learning difficulties, let them compare themselves with themselves. Compared with yesterday, we should allow students to repeat reading and have full confidence in their intelligence and ability. When evaluating the academic achievements of students with learning difficulties, pay attention to comparing their current achievements with the original ones. If he scored 53 points last time and 58 points this time, he should be encouraged to know that these five points are the result of hard work, and he can improve and succeed through hard work. The evaluation of students with learning difficulties should be objective, admit the gap, and not be based on scores. The scale of teacher evaluation should be improved with the improvement of students with learning difficulties, so that they can feel both pressure and hope. Practice has proved that teachers' timely positive evaluation will form an invisible force, which is conducive to the healthy development of students with learning difficulties, promote their transformation as soon as possible and make new progress.
Five, tailor-made, perseverance is the guarantee of transformation.
When determining the teaching requirements of students with learning difficulties, we should not rush to achieve success and "cut across the board". We should prioritize and treat them differently. We can adopt the strategy of gentle slope and increasing step, so that students with learning difficulties can gradually meet the basic teaching requirements after a period of hard work. Teachers should not be impatient and discouraged when the transformation of students with learning difficulties occurs repeatedly. They should find out the reasons for repetition, "never tire of teaching, never tire of it" and insist on face-to-face teaching method. At the same time, we should also do in-depth and meticulous parental work and strive for the close cooperation and help of parents. In addition, we should educate students to learn to evaluate, not discriminate against students with learning difficulties, advocate mutual assistance among students, give full play to the collective strength, and promote the progress of students with learning difficulties.
Once the students with learning difficulties change their ideas, they should strike while the iron is hot. Around this point, we should seize the opportunity to stimulate students' thirst for knowledge and turn weariness of learning into fun. Comenius believes that "children's desire for knowledge and learning should be aroused by all possible means". Once stimulated, it is necessary to prevent reverse transformation, so we must persevere and resolutely block the loopholes that appear. In the long run, the potential of students with learning difficulties will be brought into play, their interest will be higher and higher, and their grades will continue to improve.
In short, the transformation of students with learning difficulties is a complex and arduous work, and it is also an arduous and long-term work. To achieve a good situation, it is by no means a one-off event, and it needs constant exploration and improvement.
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