In our mathematics teaching activities, we will always meet some students with learning difficulties of one kind or another, and these students with learning difficulties are all disgusted with mathematics and don't want to learn. The reasons for these students with learning difficulties are mainly as follows: poor discipline and low learning consciousness; Poor foundation, weak ability to accept, unable to remember and understand the laws, formulas and concepts learned; Lack of self-confidence in learning and so on. So how can we make these students with learning difficulties like mathematics and learn it well?

First, insist on positive education, praise and encourage them in time, and help them build up their self-confidence in learning

When dealing with students with learning difficulties, we must pay attention to methods, ways and occasions, insist on positive education, give enthusiastic encouragement, and never satirize or treat them differently. As long as they make a little progress, they should be affirmed in time and praised individually or publicly to help them build up their self-confidence in learning and promote their transformation. For example, in the class I taught in 2, there was a classmate named Huang. On the first day of school, I used the time of the first class to ask students to hand in what they thought was difficult or still not well mastered. At that time, on the note handed in by Huang, this sentence was added at the end:? Teacher Wu, my math is so poor, is there any hope of catching up? In view of this problem, I used a few minutes after class to express my position to the whole class: In the note you handed in just now, a classmate said that his math was poor and asked me if he could catch up with his math scores. Here I tell you the truth. I am full of hope for each of you. As long as you study hard and have the courage to fight hard, you will certainly get good grades before long. ? After class, I found time to talk to Huang individually, and did patient and meticulous ideological work for him, encouraging him to show perseverance and catch up with the advanced. In the next two weeks, I gave him individual counseling, and put forward requirements and tasks, asking him to teach himself and make up for himself. Two months later, a miracle appeared. In the mid-term test of the first semester, Huang scored 55 points in the math test, an increase of 25 points. This is indeed a big step forward for him with only 3 points. I was very excited when I saw this result in his exam, so I wrote on his test paper:? I told you you could make it, didn't I? In the future, Huang's enthusiasm for learning is higher. After a year's hard work, he achieved good results in mathematics and Chinese, and successfully entered a higher-level school for further study.

Second, in view of the phenomenon that students with learning difficulties hate math class, it is an important factor that directly affects the classroom teaching effect to make math teaching humorous as far as possible and attract them to like math with pleasant teaching methods. Only by studying in an active classroom atmosphere can students with learning difficulties not feel that mathematics is boring, can they actively participate in creative thinking activities in classroom teaching, and can they make the classroom colorful with teachers and create good classroom teaching effects. For example, teaching examples:? What is the product of 45 times the sum of 18 and 16? Often some students with learning difficulties go one step at a time. As soon as they see that 18 is multiplied by the nearest, they just use 45 times 18 and then add 16, which is obviously wrong. In order to avoid mistakes, when I was teaching, I first wrote a sentence on the blackboard: My sister ate my brother's candy. Then lead the students to find out the main components of the sentence by shortening the sentence, that is, my sister ate candy.

Then I immediately questioned: Can it be because? Brother? Word separation? Eat? Recently, it can be understood as? Sister ate brother? And? Students laugh and even say no, so they should fully understand the meaning of the sentence. At this time, I will show the example again, and the students can understand it correctly, and even the students with the worst grades rarely make mistakes when similar problems appear in the future. Therefore, it is necessary to insert some humorous examples in the process of math class.

Third, according to the difficulty and annoyance of students with learning difficulties, mathematics knowledge should be brought into life in teaching, so that they can find mathematics interesting and easy to learn

Mathematics knowledge not only comes from life, but also serves life, especially primary school mathematics. Combining mathematics knowledge with real life can not only make learning lively and interesting, but also focus students' attention on the problems to be solved, and it is also easy for students with learning difficulties to develop thinking in images and help them understand and digest knowledge. Realistic, interesting and challenging problem situations can easily activate the existing life experience and mathematics knowledge of students with learning difficulties and stimulate their desire to learn.

for example, I am listening to a teacher? The understanding of rectangle? At that time, he said this:? One of the teacher's glass countertops was accidentally crushed into two parts (as shown in the picture). If you want to make one as it is, do you want to take both?

Some students have encountered similar problems in their lives, but they have never considered them carefully. At this time, no matter whether they have good grades or poor grades, their thoughts are activated and their emotions are fully mobilized. Some said they must bring two pieces, some said they should bring the first piece, and some said they should bring the second piece. The teacher gives the picture (2) and asks: Can this restore the same shape as the original picture? No way. What about the first block? Some students have been able to make drawings. At this time, the teacher took advantage of the situation to guide and show a rectangle for students to observe. It is concluded that the elements of a rectangle are: equal sides and four right angles. At this time, the students suddenly realized that taking the first block actually has several elements of a rectangle, which is equivalent to taking away a complete glass platen. Starting with students' life examples, teaching not only grasps the essential characteristics of knowledge, but also cultivates students' interest in innovation, so that students can learn easily.

Fourth, according to the poor understanding ability and poor memory of students with learning difficulties, intuitive teaching should be combined with hands-on operation in teaching.

Mathematics is logical and abstract, and it is difficult to learn, especially for those with learning difficulties. What should we avoid in the process of teaching? Full house irrigation, singing a monologue? Practice, try to let students explore and practice, know and master knowledge in practice, then students will not feel abstract and difficult to learn. For example: teaching? Cylindrical lateral area? When, if teachers use traditional? The teacher speaks and the students listen; Teachers ask, students answer, and practice? The mode of teaching, students feel very boring, learning is more boring, the more they learn, the less they love learning, and it is also difficult to understand and remember the relevant knowledge of cylindrical lateral area. But if the teacher asks the students to take out the cylindrical object with complete trademark paper first, let the students touch where its lateral area refers; Then guide the students to cut the trademark paper along a height, then open it and observe the shape of the trademark paper; Then let the students observe the relationship between the length and width of the rectangle and the cylinder with what they have learned. In this way, not only can the teaching task be completed well, but the whole classroom atmosphere will be very active. a("conten");