First, find the crux and prescribe the right medicine.
Teachers should first deeply understand and analyze the causes of students' English learning failure, and then formulate solutions. The author has made many surveys on students and found that the main reason for students' difficulties in learning English is that (1) learning English is illegal. Mainly manifested in memorizing new words, eating grammar and sentence patterns alive, unable to review and consolidate in time. (2) Students are not determined. Mainly manifested in the fear of difficulties when encountering difficulties, losing confidence and interest in English learning. Taking a negative attitude in action makes English learning more and more difficult. (3) Teachers can't teach law. Some teachers have not changed their teaching ideas, and the whole class is still playing a leading role. Students listen passively and remember passively. The classroom process is boring, and there are few opportunities for students to participate in practice. In view of the above reasons, different solutions are proposed for different people. English teachers should teach students effective learning methods and strategies, help students develop good study habits and cultivate their strong will, and give students more opportunities to practice in class. In this way, students' learning effect and learning ability can be significantly improved, and the so-called "difficulties" can be solved.
Second, eliminate the inferiority complex of students with learning difficulties with sincere teacher love.
All teachers are aware of the important influence of equal and harmonious teacher-student relationship on teaching effect. However, many teachers rarely treat students with learning difficulties. On the one hand, students with learning difficulties know that their grades are poor and their habits are poor, so they obviously alienate their teachers and are afraid of teacher criticism; On the other hand, teachers are impatient with students with learning difficulties. In class, students with learning difficulties should also enjoy the care of teachers. Students who are often ignored or neglected by teachers seldom speak and perform in class, for fear that they will be laughed at by teachers and classmates for their poor performance. Gradually, these students, who are often neglected or neglected, lose confidence in English learning and feel frustrated, thus losing the motivation to learn, and their English achievements can be imagined. Teachers should have enough patience, be good at capturing the sensitive psychology of junior high school students, and communicate more in their study and life. Xiao Zhang did poorly in this class, but the author found him very helpful. Everyone in each group is on duty to sweep the floor, and he is always ready to help. He is the last one to leave the classroom after school every day. So, the author praised him in the class, promoted him to be a "small cadre", and then exchanged ideas with him about learning English. He became more and more interested in English, gradually mastered more words, and read the dialogue fluently, so that he could do it later.
Third, look for more opportunities to give encouragement and praise.
Teachers' encouragement and affirmation are very important for students to establish their learning confidence. Encouragement runs through after-class conversation and communication, and is also reflected in classroom teaching. For students with learning difficulties whose self-confidence is extremely fragile, the author never vetoes them with a simple and rude "no". Even if the answer really doesn't matter, the author often uses "maybe" or simplifies the question to get rid of his nervousness and timidity. For the correct answer, he gave oral affirmation or eye contact in time to let them know the teacher's approval and encouragement. Also, pay attention to giving them a chance to express their views when they raise their hands to answer. As long as their homework has improved, give comments and encouragement. On the road of struggling students, if the teacher can give encouragement in time, maybe he can run faster. When Xiao Li was in the seventh grade, she studied English very hard. At the end of the first semester, he only got 54 points (full mark 120). The author analyzed his reasons on his test paper and wrote inspiring comments to encourage him to learn English well. Later, through his efforts, he became an English master in the ninth grade. One day, when the author praised his progress, he took out the seventh grade test paper with comments and said, "My confidence in English learning began with this test paper."
Fourth, skillfully use superb educational art to promote the happy growth of students with learning difficulties.
American educator Bloom said: "A student who studies with positive emotions should learn more easily and faster than those who lack enthusiasm, fun or interest, or those who are anxious and afraid of learning materials." This is because inner fear will affect people's normal psychological activities, such as perception, memory, thinking, speech and so on. Teachers' ulterior motives will arouse ripples in students' hearts and make them regain their confidence in learning and being a man. In fact, with a little skill, teachers can successfully help students maintain their dignity and cultivate their confidence in study and life. Xiaoding's English study is quite difficult. He never raised his hand to speak. The author looked for opportunities for him to speak in class. At first, he only asked questions that could be answered by "yes" or "no", which helped him build up his self-confidence. Slowly, he became enthusiastic about speaking in class. In order to communicate the feelings between teachers and students, teachers can also design encouraging and positive homework comments, thus arousing the self-esteem and self-confidence of students with learning difficulties. The author has been asking students to write in a standard, beautiful and correct way. As long as you do this, write an "excellent" on the cover of the exercise book if you don't do it. Such "Excellence" inspires many students to struggle and work hard. Xiaocao's English is not good. Every time I meet the author, he is afraid to talk to him. Once, the author found that his writing was neat and his sentences were correct, so he gave him an "A". Since then, he has done his homework carefully every time, getting more and more "A's" and growing confidence in learning. Now his grades have reached a good level.
Five, abide by the laws of education, do not encourage.
Large class teaching makes teachers have little time and energy to take care of these students with learning difficulties who need special attention; The pursuit of scores makes teachers "catch ducks on the shelves", because the tighter they chase, the higher the average score of students may be. However, the high requirements and heavy pressure make these students with poor foundation "break the jar and break the fall" because they can't reach their goals, or lose their interest and confidence in learning because of excessive pressure. Teachers should "teach students in accordance with their aptitude" and "tailor-made" according to students' individual characteristics. Only under appropriate pressure can students' greatest learning potential be tapped. Correcting homework, for those students with poor foundation, it is not required to recite dialogues and texts for the time being, so that they can get familiar with them first. Words can be read well first, more complicated words can be put down temporarily, and simpler words can be memorized. For the test paper, you can temporarily not do the comprehensive questions. In this way, students with learning difficulties will slowly taste the joy of success. Teachers and parents must be patient with students with learning difficulties and must not be impatient. They must also be good students and make them full of hope. Xiaoding, a foreign student, has a poor English foundation. The first time he got 34 points (full mark 100), but the author found that he studied very hard, so he exchanged learning methods with him and told him to have confidence and review and recall on time from the most basic reading and writing. He spent two weeks cramming his pronunciation knowledge, telling him not to look at short-term effects, and then telling the author how his grades were after a semester. As a result, his English score in the mid-term exam was more than doubled than that in the first time.
Sixth, formulate a reasonable evaluation system so that students with learning difficulties can get positive sunshine.
In classroom teaching, teachers are often used to asking all students to follow a unified standard when evaluating students. Getting high marks means excellent students, and getting low marks means poor students. This evaluation method has dampened the enthusiasm of many students with learning difficulties and seriously affected their potential. According to the difference of comprehensive quality, the author divides students into four grades for evaluation, so that students with similar levels can compete under the same evaluation scale, and the four grades are dynamic. It is necessary to make appropriate and timely adjustments according to the progress of students, so that students with learning difficulties can easily gain a sense of accomplishment. In addition, expanding the scope of evaluation can get unexpected results. Students are not outstanding in spoken English, but they can do well in written expression. For example, a female student transferred from the countryside has poor basic pronunciation and unclear oral expression, which often causes classmates to laugh in class. Later, the author found her calligraphy beautiful, so she often showed her exercise books to her classmates in class, and she also won the excellent prize in the English calligraphy competition. She got an A for the first time and was very excited. The author often praises her while the iron is hot in class. Since then, she has strengthened her self-confidence, actively participated in English class performances, and finally overcame oral English obstacles. All students should have the opportunity to succeed in classroom teaching. For some students with learning difficulties, we should first optimize their mentality and let them get a sense of accomplishment that they rarely feel at ordinary times.
The essence of education is not to impart knowledge, but to awaken, inspire and inspire. Teachers are not only the transmitters of knowledge, but also the guides and shapers of students' healthy physical and mental development. Junior high school is the golden age of English learning. Students with learning difficulties need teachers' wisdom and patience to create a successful environment for their English learning and help them move from disappointment, inferiority and loneliness to self-confidence and success.