Some left-behind children have problems such as learning difficulties and poor grades. From the analysis of students' grades in our class, only 24.5% of left-behind children have excellent academic performance, 34.9% have moderate academic performance and 40.6% have poor academic performance. In fact, the poor academic performance of these children is not mental retardation, but poor study habits. Compared with ordinary children, they also have the following reasons: (1) separation of relatives and lack of communication. Children are growing up and need the help and supervision of their parents in their studies. The separation of parents and children has brought emotional turmoil to children and affected their cognitive activities. (2) The number of divorced families is increasing, and parents are tempted to go out for business and work. The divorce rate of left-behind children's families is rising, and family breakdown casts a shadow on children, making them feel inferior, lost and unwilling to learn. (3) The surrogate's cultural quality is low. Parents and adoptive parents have low cultural quality. They think reading is useless as long as they can earn money. They can still do business without studying. Aren't college students unable to find jobs? Their children shouldn't study and so on. These ideas will inevitably affect children and make them feel that they are useless in their studies. To cultivate their good study habits and improve their enthusiasm for learning, practice has proved that confidence motivation is a good method. Confidence encouragement method is aimed at those students who lack self-control ability, their grades have not improved, their habits have not improved, and they lack self-confidence, and encourage them to make positive attempts bravely. When certain progress is made, teachers should give encouragement, praise, help and affirmation in time, so that students can fully understand their potential abilities, awaken their self-confidence, and use this as a starting point to urge students to make further efforts, so as to achieve the purpose of transformation and improvement. According to the teaching situation, I implement it in three steps: First, cooperation between home and school to promote its improvement. Children's progress in learning needs not only teachers' praise, but also parents' appreciation, and some even hope to get material rewards. Children's learning has regressed, and they also need the supervision and help of parents. If parents (adoptive parents) are indifferent to their children's learning for a long time, children will feel indifferent to the quality of their grades. The learning problems of left-behind children are more prominent. So our school has a parent-teacher conference for left-behind children every month. I hope every parent of left-behind children can attend. If there is no other way, invite adoptive parents to participate. Schools and adoptive parents should urge the parents of left-behind children to assume the unshirkable obligations and responsibilities of their parents and fulfill their obligations. They should keep in touch with adoptive parents, schools, teachers and children in time, and always pay attention to the changes and development of children's physical and mental health, academic performance and moral development. Once there is a problem, all parties should communicate in time, negotiate countermeasures and formulate measures to fill the children's hearts with their parents' love and shorten their psychological distance. The school also requires left-behind children to report their studies to their parents once a week, chat with their parents by phone and pour out their worries. Parents and adoptive parents should encourage their children more, arouse their confidence in learning, and educate children with lofty ideals to change the concept of learning uselessness. In addition, at the parent-teacher meeting, the school should also teach adoptive parents specific methods to cultivate their children's good study habits, guide adoptive parents to give scientific guidance and supervision, help their children learn, do a good job in family education, and urge their children to develop good study habits. In order to keep in touch with adoptive parents, I set up a home-school dialogue book in my class, and also set up a personal file of left-behind children to record all aspects of left-behind children in detail. Contact parents (adoptive parents) in time, exchange student information, correct problems in time, and educate them in time. Through the synchronous family education and school education, the resultant force of education has been formed, and students are gradually kept consistent in and out of class. Second, pay attention to stimulate interest and cultivate self-confidence. Some left-behind children have poor study habits, some write untidily, copy other people's homework, some simply don't do their homework, and some don't have good habits such as reading, abstracting, keeping a diary, previewing and reviewing. These bad study habits have brought great difficulties to teachers' teaching. Confucius once said: Knowing is not as good as being kind, and being kind is not as good as being happy. In order to make students form good study habits, simple supervision, guidance and inspection will make students feel bored. External factors need to play a role through internal factors, which requires teachers to stimulate students' interest in learning and let students turn learning into their own needs. In recent years, western psychologists have particularly emphasized the role of achievement motivation in students' learning. Achievement motivation refers to people's motivation to succeed in study and work, including understanding internal drive, self-improvement internal drive and subsidiary internal drive. From this perspective, appreciation education means that teachers appreciate students and make students feel that their actions have been recognized and praised by others, so it has obvious incentive function. Li Yuanyuan, a classmate in my class, has many problems in his behavior habits and academic performance. Teachers in all classes also have a deep headache for him. Without the teacher's supervision, he won't do his homework or do anything disorderly. He often plays tricks in class, and the final exam is worse than the day. In class, I had a heart-to-heart talk with my classmates. I say to you: Students, let's talk about the highlights of Li Yuanyuan. Everyone was silent for a while, and then raised their hands to speak. Some said: He loves to help his classmates and cares about them. He often lends school supplies to everyone, and he likes to help others when they are in trouble. Some said: He often helps his classmates repair desks. Others say: he loves to use his head. Once we played together, he came up with a new idea. He was moved by his classmates' words. I took the opportunity to say: The teacher appreciates Li Yuanyuan's cleverness because he loves creation. As we all know, many great inventors like to use their brains and create. I think, as long as you study hard, maybe you will become an inventor in the future! Hearing enthusiastic praise from teachers and classmates, and seeing their approving eyes, Li Yuanyuan was immersed in an atmosphere of respect and realized the joy of being appreciated. Since then, he has changed, really changed. He actively answered the teacher's questions in class, studied more actively than before, and did his homework seriously, which was praised by the teacher many times. As a class teacher, I often give him different opportunities for success. As long as he doesn't make any progress in his studies, I will praise and reward him. How delightful it is to be able to transform a problem student and watch him grow healthily and vigorously. Indeed, left-behind children need teachers' care and help more. Some teachers think that we can't control our children without family education, and parents are lax in discipline. What can we do by relying on teachers? But teachers must not shirk their responsibilities and treat students equally. As long as you don't give up, you will gain something. Third, raise awareness and promote its internalization. In the process of cultivating students' study habits, whether it is to cultivate students' good study habits or to eradicate bad habits, through the stimulation of interest, students gradually turn good study habits into their own needs, thus consciously completing their study tasks. But at the same time, it is necessary to improve students' ideological understanding. At the class meeting, let the students grow and communicate, evaluate themselves correctly, and see what they have done well and what they have not done well. Through communication, students find their own shortcomings and lay the foundation for future efforts. I also give positive education to students through specific examples or image examples of theme class meeting activities, loving learning inside and outside school, being good at learning, and being good at learning, so that left-behind children can further understand the importance of good study habits with simple truth, so as to consciously practice them in their study life. Students deepen their understanding and gradually form an internal driving force. Through the cultivation of students' good study habits for one semester, the vast majority of left-behind children in the class have initially developed good study habits, with high enthusiasm for learning and great progress in their grades.