Excellent counseling program for students with Chinese learning difficulties

Analyze the causes of students with learning difficulties and make a transformation plan. The following is the content of the tutorial program provided by Net for China students with learning difficulties. Let's have a look.

One. Situation analysis

The general characteristics of students with learning difficulties in learning are average intelligence, serious dependence on learning concepts, lack of independent thinking and innovative consciousness, and waiting for teachers to answer when encountering problems. In view of this actual situation, I should first try my best to mobilize students' enthusiasm for learning, and more importantly, do a good job in transforming students with learning difficulties. At work, I attach great importance to treating students equally. I don't spoil excellent students, and I don't despise underachievers. The renovation plan for this semester is as follows:

Second, the specific work objectives and measures

(A), found bright spots

Create opportunities for success

Students with learning difficulties should be actively guided and encouraged to participate in teaching activities.

Find the bright spot. Even a simple sentence: "Your handwriting is beautiful" and "You sit well and the teacher likes you …" can strengthen the emotional communication between teachers and students. Teachers and students should establish a harmonious teacher-student relationship based on cooperation and equality. Only in this way can we promote students' academic progress and ideological transformation and establish students' self-confidence. Ask them more simple questions so that they can experience the joy of success. Let underachievers fully develop their talents and show their strengths. When selecting class cadres, we should take into account that they can also hold certain positions and play a role in the collective.

(2) Warm with love and care with patience.

Spend more time getting to know the underachievers, understanding them, respecting and caring for them. Give priority to them in class and don't always pay attention to the top students. Always keep the underachievers in mind and always think of them everywhere. For example, in the face of naughty students, teachers should be self-restrained, not impatient and impulsive, and tactfully leave the problem until later to find a way to deal with it properly.

(C) Teaching methods to enhance interest

Underachievers generally have a weak foundation. Do it in a simple way that they can accept. For example, when reviewing yourself, check the review effect regularly and praise and encourage in class in time. You can also ask your classmates or teachers with good grades for help. Improve your interest in learning in the process of learning. Help teachers do small things. Asking them to do this means that teachers value them, respect them and don't abandon them. There is always a little gratitude in their hearts. As the saying goes: "Learn from your teacher and believe in it!" In the process of heart-to-heart communication, to attract students' interest in learning, you can talk about learning in Kan Kan, and prove by actions that you, as a teacher, want them to learn well from your heart.

(4) Matching help

Grasp the tube

Give full play to the role of parents, contact them more, manage them together and promote their progress. In addition, give them special help, choose a top student to pair with them, give them one-on-one help, and make sure the teacher gives them guidance after class.

(5) Persistence and consolidation of habits.

The transformation of underachievers cannot be achieved overnight. Generally, it goes through four stages: awakening, transformation, repetition and stability. Therefore, in the process of transformation, it is normal for underachievers to recur and appear repeatedly. Teachers must be full of enthusiasm for this very hard work, must follow the laws of education, "grasp repetition, grasp repetition", and guide the situation according to the situation, so that underachievers can maintain the momentum of continuous progress.

In a word, every math teacher should have the concept of holistic and comprehensive education. The integrity of quality education requires teachers to be responsible for every student, and transforming a student with learning difficulties is as glorious as cultivating an excellent student. Effectively implement quality education, so that the mathematics quality of junior one students can be continuously improved and improved.

After investigation, research and pre-test, the students with Chinese learning difficulties in Grade 7 and Grade 8 in our school have been determined to study in practice and practice in research, so as to carry out specific and targeted research, expecting to gradually find out the reasons for these children's Chinese learning obstacles, constantly reflect on corrective measures and accumulate corresponding transformation strategies.

In the process of research, it is found that these students with learning difficulties still lack the ability to comprehensively use knowledge because of their low Chinese literacy and weak basic knowledge. Therefore, how to lay a solid foundation for students with learning difficulties has become the focus of research. For example, maybe we can consolidate the most basic words through various forms and try to accumulate words through various channels; After helping them clear the obstacles of the text, they should eliminate their fear of reading the text, and then stimulate their interest in reading extracurricular books by loving reading the text ... Naturally, the above idea depends on the students with learning difficulties mastering the key knowledge points first. Only by breaking through the task of "point" can we promote the expansion of "face"

Therefore, according to the situation of several students with learning difficulties, combined with the main knowledge points of Chinese in Grade 7 and Grade 8, the following counseling plan has been formulated:

1, preview before class-guidance in class-review after class-dictation test. Pre-class preparation requires students with learning difficulties to pay attention to the pinyin and radicals of new words in each class and understand key words with the help of dictionaries or reference books. Pay more attention to their learning in class and give students with learning difficulties more opportunities to read new words. Concentrate on dictation in class, pay attention to follow-up feedback after class, make records, and commend and encourage in time. After returning home, parents will dictate and then take a test after returning to school. With such repeated consolidation, "inside school" and "outside school" are two-pronged.

2. Read the text: Students with learning difficulties are required to read the text correctly and fluently in Mandarin, and try to read the article with emotion.

Strategies to be adopted: After previewing new words before class, parents are required to cooperate with the task of checking that students with learning difficulties read the text three times by themselves, so that they can basically understand the text. When teaching, pay attention to the reading situation of three students with learning difficulties and give necessary and timely guidance. Every intensive reading article requires accurate and fluent reading, and then puts forward the requirement of emotional reading.

3, understand words, grasp the content, experience ideas: you can contact the context, combined with real life or look up the dictionary to understand the meaning. Most of the words you learn can be used orally or in writing. Pay attention to the accumulation of language, and strive to form the habit of accumulating language; On the basis of understanding the emotional function of keywords in the text, we can basically understand the meaning of profound sentences; On the basis of grasping the main content of the article and repeating the main idea of the narrative, we can basically understand the thoughts and feelings expressed in the article.

Strategies to be adopted: for key words and phrases in the article, students with learning difficulties are required to read more and remember more. Help them recall the strategy of summarizing the main content of the article, learn how to understand the text and the author's thoughts and feelings from the content of the article, and strive to form their own opinions in reading.

4. Extracurricular reading: Insist that students with learning difficulties gradually develop the habit of reading and reading newspapers, actively read a certain number of extracurricular books, take reading notes (extract good words and sentences, write feelings), and let children with strong writing skills exchange their experiences at ordinary times, so as to provide an example for students with learning difficulties and improve their reading ability in the process of reading and listening more.

5. Oral communication: Students with learning difficulties are required to listen carefully in oral communication class and form the habit of consulting and discussing with others. On the basis of grasping the main contents, briefly report the relevant contents.

Strategies to be adopted: in oral communication class, first create vivid scenes to stimulate students with learning difficulties to speak. Pay attention to remind students with learning difficulties to listen carefully to other students' speeches, and then let them imitate expressions and ask questions, which can not only cultivate these children's listening ability, but also improve their listening and reporting ability. In this process, students with learning difficulties will gradually learn to express their feelings and ideas, and gradually enhance their oral communication skills.

6. Written expression:

Strategies should be adopted: pay attention to arouse students' love for life, arouse students' enthusiasm for observation, thinking and writing, help students overcome their fear of difficulties, open their hearts and express themselves freely in any form; Guide students with learning difficulties to write familiar people, events, scenes and things, so as to tell the truth without empty talk or lies and express their true feelings. Whether writing a documentary composition or an imaginary composition, we should encourage them to boldly expand their imagination and association, even fantasy, so that these children's imagination and creativity can be brought into play to a certain extent. At the same time, guide the students with learning difficulties to modify the words and expressions that appear obvious mistakes in the exercise questions, and practice and modify their own exercise questions from the aspects of content, words and punctuation; Learn from the strengths of others' exercises and try to put forward suggestions for revision.

As we all know, the research on the transformation of students with learning difficulties is a complex, arduous and long-term work. In addition to the above-mentioned program of tutoring students with learning difficulties from subject knowledge points, students should not only reflect on teaching, but also play the role of mutual help, get in touch with parents in time, reflect their learning situation at home, understand their learning situation at home, and cooperate with families and schools to help them, and strive to help them on the basis of forming a joint educational force.