The objects of our education are people, people with different thoughts and feelings, interests and hobbies, learning habits and learning foundations. With the continuous deepening of quality education, in accordance with the requirements of the new curriculum standards, our teaching must respect the individual differences of students, meet the diverse learning needs, promote students to actively participate in learning and build confidence, not avoid difficulties encountered, and become independent through initiative Think actively about learning to improve your interest in learning.

If a school or a class only focuses on the level of average students and top students, it will not achieve results, and it is not called quality education. We should fully mobilize the enthusiasm of students with learning difficulties. Students with learning difficulties refer to students with common learning difficulties, also known as underachievers. Let students with learning difficulties actively participate in education and teaching activities, cultivate their good living habits, behavioral habits and study habits, reveal learning rules, teach learning methods, and develop their abilities. It can be seen that the transformation of students with learning difficulties has its importance and necessity.

The transformation of students with learning difficulties is long-term and difficult. The whole process requires patience, love and confidence. As a teacher, you must first be full of love for these students with learning difficulties so that they can fully trust you, and at the same time have a strong interest in the subjects you teach, and be good at exploring their "sparkling points" to build their confidence and let them They enjoy the love of teachers and classmates and experience the joy of success, which has an unexpected effect on their transformation. Teachers even tilted them appropriately, discovered positive factors and available factors, actively and effectively improved the English proficiency of students with learning difficulties, and promoted their transformation.

Research by educationist Bloom shows that 95% of students have little difference in IQ, and about 5% of students have low IQ. Except for a very small number of underachievers with congenital intellectual disabilities, there are certain objective factors in most underachievers. "Three feet of ice does not freeze in a day." The causes of underachievers are multifaceted and closely related to their learning background, family background, growth experience, etc. For example, parents neglect to discipline and care about their children; children's hobbies and talents are suppressed; learning setbacks cause children to lose confidence in learning and collective friendship; and the influence of negative social factors, etc. So how to educate and transform underachievers? I think we should pay attention to the following points:

1. Be full of love for underachievers and win their trust.

The ancients said: "Only by being close to the teacher can you believe in the way." Indifference is a centrifugal force. Criticism and punishment of underachievers will only make them farther and farther away from us. On the surface, underachievers are submissive, but in their hearts they long for the attention of others, just like a seedling that has been in drought for a long time, longing for nectar. As long as we have true love in our hearts, there is no deadlock that cannot be opened. Therefore, we must pour love into the underachievers and build a bridge of emotional communication between teachers and students. For underachievers, every encouragement and every smile from the teacher is a kind of comfort and encouragement, and the psychological distance between teachers and students is shortened. Teachers can also have friend-like conversations to gain students' trust by asking students to write weekly diaries. Tao Xingzhi, the people's educator, once reminded us teachers: "There is Watt under your pointer, Newton in your cold eyes, and Edison in your ridicule." These are regarded as mediocre people in the student stage. Later he became a world celebrity. Let us abandon the prejudice against underachievers, change the concept of "rotten wood cannot be carved", use the trickle of love to water their dry hearts, eliminate their hostility, gain their respect and trust, and enable them to accept it happily Help and educate.

In a questionnaire survey of students in a class meeting "What do you most want to say to me (teacher)?", it was found that these are the most frequent ones: teachers must be honest and keep their word; Relaxed, humorous, fair and equitable; homework assignments are appropriate; students cannot be criticized in front of the whole class if they make mistakes. Small mistakes can be pointed out, and big mistakes can be severely criticized. Yes, no one wants to make a mistake, whether it is accidental or intentional. Relatively speaking, underachievers have more opportunities to be criticized. They often have low self-esteem due to poor academic performance or criticism, and are not close to teachers and classmates. In fact, deep down in their hearts, they also long to be close to their teachers and classmates, and to gain the understanding, respect and trust of their teachers and classmates.

Therefore, the first task of teachers is to respect the personality of students with learning difficulties and understand their mentality. There should even be some preference so that they can experience the teacher's love and ardent expectations. For example, Sun Zhenhua, a classmate in Class 4 (1) I teach, has poor grades and illegible writing. Usually he doesn't say a word in class, and he stays silent after class. He always lowers his head to do homework or sits in a daze. Through observation, I found that the student lacked confidence in himself, had a strong sense of inferiority, and was tired of learning; however, he could actively complete the tasks assigned by the teacher. I chatted with him after class to make him feel that the teacher did not look down on him. After class, I always asked him to help me get teaching aids and so on. I took the opportunity to ask him if he had mastered what he learned in class, and gave him full care and trust. . After he openly accepted my approach, I worked with him and his parents to analyze the reasons for his poor English performance, and set practical learning goals for him - memorize 3 to 5 words every day and write them silently the next day; He also arranged for a classmate with excellent grades to help him and help him with his studies. Give him timely encouragement and praise for his little progress.

By the time of the final exam, his English score suddenly rose from 50 or 60 to 80 or 90. He saw the results of his hard work, his confidence slowly returned, and his writing became straighter. Later, in English class, I could often see his confident hands raised high. As long as you care about and care for students with learning difficulties, treat them sincerely and kindly, and give them a certain amount of respect and trust, you can arouse their trust in the teacher and their interest in learning.

2. Protect the self-esteem of underachievers and place sincere expectations on their progress.

Suhomlinsky said: "Children's dignity is the most sensitive corner of human beings. Protecting children's self-esteem is to protect children's potential motivation to move forward." Children's self-esteem is like a mimosa. In particular, the psychology of underachievers is more fragile and their emotions fluctuate greatly. They may be arrogant and arrogant on the surface, but they often lack confidence in themselves on the inside; they may be indifferent to many things on the surface, but they contain the "fire" for progress in their hearts; on the surface, they show indifference to people and things, and are not very They are gregarious, fragile, suspicious, and sensitive at heart, and long for friendship, understanding, respect, support, and trust. Sometimes a subtle action by the teacher may enhance the self-confidence of underachievers and shorten the psychological distance between them. It may also hurt their self-esteem and cause them to have some negative emotions. From a psychological analysis, when teachers have sincere expectations for students, they will treat students with emotional factors of appreciation and give affirmation and encouragement unconsciously. This positive emotion will soon infect students, and students will Trust the teacher more, set higher demands on yourself, and do your best actively.

"It is much wiser to praise students for their small progress than to laugh at their obvious misdeeds." In every English class, I always leave the easier ones to these underachievers. Or ask them to read words, sentences and dialogues that they have read many times in advance; or ask them to memorize simple words; or ask them to perform simple dialogues... When they read it correctly and perform it correctly, I never forget to give it to them. They say "Good, you are clever!" or give them a thumbs up with a smile. And they are often very excited when they get the teacher's affirmation and praise, which often makes them feel that "I can do it", "I can also complete the tasks set by the teacher", "I am not worse than others", thus making them Be confident in yourself and build up the confidence to learn English well. For example, there is a girl in Class 4 (1). Her introverted personality makes her a poor student in English. During class, I never raise my hand to speak when the teacher asks questions. In a class, I was supposed to ask the top student to answer a difficult question "How many pencils are there?". I mistakenly called her name. Just when I gave up hope, she unexpectedly answered "There are fifteen". pencils. Although the voice is low, it is very fluent. I praised her excitedly: Good, you are clever! The whole class also gave her warm applause in unison. From her shining eyes, I saw her affirmation of herself. In future classes, I often leave moderately difficult questions to her and give her regular praise and encouragement. After one semester, although she was a little slow, she was full of confidence in herself to learn English well, and she scored 92 points in English in the final exam.

3. Discover the "glittering points" of underachievers and use collective help to build confidence.

According to research, a person who has not been motivated can only exert 20%-30% of his ability, but when he is motivated, his ability can be exerted 80%-90%. I have heard of such an example: During World War II, American psychologists recruited a group of new soldiers with bad behavior and conducted the following experiment: Each of them was asked to write a letter to their family every month, saying how they obeyed orders on the front line. , bravely kill the enemy, and receive awards for meritorious service. Six months later, these soldiers had changed a lot, just as the letter said. This is the "label effect". Underachievers who experience repeated failures in the learning process will generally label themselves "losers" and always feel inferior in front of their classmates, teachers and parents, showing a sense of inferiority everywhere. Goethe has a famous saying: "If you lose your courage, you lose everything." Therefore, to make underachievers progress, helping them build self-confidence is the key.

For a good student, one more or one less praise may not matter, but for a poor student, even if it is a small praise, they will be ecstatic, remember it in their hearts, and feel that the teacher Looking up to him and trusting him can eliminate his inferiority complex and the gap between teachers and students. If he believes in the teacher, he will follow the teacher's advice and make progress. In fact, even the poorest students always have certain strengths or advantages. For example, they care about the collective, love labor, or have skills in cultural and sports activities, calligraphy, painting, etc. Teachers should seize the opportunity for underachievers to transform, observe carefully, capture their shining points, affirm their strengths or small progress, and strengthen positive factors in a timely manner so that they can gradually realize the transformation from "quantity" to "quality" Fundamental transformation. One of my students quietly said to me after class: "Teacher, I like you very much because you have praised me.

"Ordinary students are like this, not to mention underachievers who are eager to be praised? We can carry out some "star" activities so that underachievers can enjoy the love of teachers and classmates and experience the joy of success. This will have a profound impact on the transformation of underachievers. It has unexpected effects.

We must be good at exploring the bright spots of underachievers, but we must not hide their shortcomings and lower our requirements. We must combine enthusiasm and strict requirements to make them aware of them. Of course, the gradual requirements for underachievers must also consider their psychological endurance. They cannot be too hasty and "hate iron but not steel". Only by cultivating their sense of responsibility can transformation be possible if they have different requirements.

We can also use our collective strength to carry out "gang-one" activities, as well as organize a variety of extracurricular activities and various activities. Various competitions, etc., enable underachievers to integrate into a pleasant collective life, and at the same time, provide them with opportunities to show themselves and express their talents, gradually eliminate their inferiority complex, and change their withdrawn personality. It is not difficult to imagine that in a united and friendly class. Underachievers can also feel the warmth of the class and gradually develop in a good collective atmosphere. For example, there is a male classmate in our class who usually does not follow discipline and has poor academic performance in a class competition. During the class, I discovered that he had the advantage of being helpful to others, so I praised him outstandingly in the class and expressed my trust in him. I intentionally gave him some work to complete and asked him to be the team leader. At the end of the semester, he won the Learning Progress Award and received praise from everyone. In the second semester, based on his liking for sports and his certain organizational skills, I made him a sports committee member, which helped him to make further progress on his way forward. A new step has been taken.

In short, the shining point is the fulcrum of teaching. We cannot let the underachievers become neglected and forgotten objects. We must be good at using our eyes to discover beauty. Be good at discovering the shining points of underachievers, even if they are weak, we must do everything possible to carry them forward, build a bridge to communicate with teachers and students, and let them believe that they have a smart mind and strong potential. As long as they work hard from now on If you do well, you will succeed. We must help underachievers build confidence, arouse their inner curiosity, and use encouragement to raise the sails of their lives.

Four. Master scientific learning methods and cultivate them. Interest in learning and good study habits

“Interest is the best teacher. "Learning without interest is painful learning and inefficient learning. Therefore, teachers should try their best to adopt vivid teaching methods in teaching, stimulate students' interest with good teaching, and make students love and enjoy learning. Teachers are When designing classroom exercises and test questions, they should be in line with the students' reality, so that they can "jump and touch it" and gradually reach the requirements through hard work. At the new starting point, they should further set higher requirements and let them take one step at a time. Move forward step by step and experience the joy of success.

There is no shortcut in learning, but there are correct learning methods. When we guide underachievers to master scientific learning methods, we help them find the "knowledge" of learning. "Golden Key" to improve learning efficiency, thereby achieving the effect of "doing twice the result with half the effort".

1. Use scientific teaching methods to stimulate interest. English teaching itself contains many boring factors. Such as words, phrases, sentences and Memorizing the text requires students to read and memorize it repeatedly, which is undoubtedly a headache for those playful and lazy students with learning difficulties. How to stimulate their interest in learning. , then it depends on the teacher's flexible teaching methods. For example, to memorize words, I usually don't just ask students to read and memorize them, but use games or competitions to encourage students to actively memorize words. and say is undoubtedly the most popular among students with learning difficulties. The method of this game is very simple. The teacher puts together the pictures of all the words he has learned, shuffles them, and then lets each group of students take turns to draw one. Picture, and read and spell out the words represented by the picture. If yes, then "eat" the picture. Finally, count the total number of pictures in each group, and the underachiever will win in order not to hinder his own group. , before the activity, they will try their best to memorize more words, and when they encounter someone who cannot read, they will take the initiative to ask others for help. During the activity, they devote themselves to the activity for a period of time in order to collect more pictures for themselves. They memorized more and more words, and won more and more pictures for the group, thus attracting the attention of the group members, winning the attention of others, and tasting the sweetness of their efforts. Another example is when I was practicing sentence patterns. When teaching the What's he/she doing? sentence pattern, ask a junior student to come on stage and perform an action, and the other students will guess what's he doing? and reward both the correct guesser and the performer. The students find it simple and interesting. Always carefully design and arrange Free Talk in each class. The themes of the already learned textbooks are interspersed in the Free Talk to frequently reproduce the content learned in the "New English Curriculum Standards". It is the sacred duty of teachers to develop all students. The purpose of English teaching is not to eliminate some people who are not suitable for learning English through their learning and examination, but to enable all students to acquire a certain degree of English language literacy on their original basis. .

In addition, I often ask students to use words and sentence patterns to make up their own children's songs, make up their own riddles, etc. And this can also arouse the interest of students with learning difficulties and make them feel that learning English is interesting, thus inspiring the confidence to learn English well.

2. Respect individual differences in teaching and meet the learning needs of different students. As a teacher, you must see the differences between students, fully consider the specific circumstances and levels of students with poor foundations, and teach in accordance with the principle of teaching students in accordance with their aptitude. For example: For students with English learning difficulties, I will consider some simple questions when asking questions; during the teaching process, I will consciously arrange some group activities, such as "Practise in pairs." "Practise in groups." etc. In the process of this kind of group activity, I paid great attention to the arrangement of students' seats. Students with good foundation and students with poor foundation were staggered, and an "English group leader" was set up to be responsible for task arrangement and study guidance. When it comes to communication, my evaluation is mainly based on "group". Therefore, each group is very motivated during the learning process and has a strong team spirit. This will improve students with English learning difficulties to a certain extent, both in terms of "acquisition of language" and in terms of ability development. Therefore, the lesson plan of a class should have basic content and extended content; there should be drill activities and creative activities; there should also be individual activities and interactive activities. In addition, listening, speaking, reading, and writing should have priority and priority. Support and develop each other, so that students with learning difficulties can say this after class: "I feel that I have gained a lot from today's class."

3. Pay attention to coaching and consolidate basic knowledge. In the teaching of new knowledge, taking into account the characteristics of underachievers, the connections between the new content and knowledge are transitioned, so that the teaching content is changed from easy to difficult, the slope is reduced, and the key points are slowed down to adapt to their acceptance. Ability, basically everyone can pass the key content; resolve doubts in a timely manner, select and arrange some simpler and basic questions for them during the consolidation exercise, help them clarify their ideas appropriately, encourage them to eliminate fear and speak boldly, and do not say anything wrong It doesn't matter. In the arrangement of after-school homework, I give them some simple homework that can be completed with a little thought. They can choose difficult homework and arrange the homework amount reasonably to achieve the purpose of review and consolidation. At the same time, a "gang-one" activity was carried out in the class. A student with good grades helped a student with poor grades, responsible for tutoring and solving doubts, and asked everyone not to leave questions until tomorrow. After a semester of joint efforts, most of the underachievers have basically achieved their intended goals. At the same time, they have also found their self-confidence and are willing to actively learn.

5. The joint efforts of schools, families and society should be used in educational transformation work.

In the process of transforming underachievers, we must not only give full play to the leading role of the school, but also make full use of the positive influence of factors outside the school on them. We can enhance mental "immunity" by guiding students to actively participate in useful activities in society; such as inviting public security officers to schools to provide legal education; organizing students to visit martyrs' tombs; taking students to visit local economic construction achievement exhibitions; and working with students Participating in public welfare work, etc. can play a role in educating underachievers. Of course, we must also attach great importance to the role of family education, actively cooperate with families, and truly create a harmonious "spiritual home" for underachievers, so that they can take off the label of poor students and become good students with both good conduct and academic performance. .

The transformation of students with learning difficulties requires a process, and we must be mentally prepared to educate them patiently over a long period of time. You know it takes a long time to carve a stone statue, let alone shape a person's soul? We must be full of enthusiasm, follow the principle of teaching students in accordance with their aptitude, and conduct repeated and patient education; we also need close cooperation between schools, families, and society to jointly form an integrated education network.

Let us use our warm teacher love to ignite the fire of hope in their hearts!