How to Cultivate Underachievers' Interest in Learning Uyghur in Junior Middle School

First, praise affirmation and stimulate interest.

Every student, no matter how bad he was and is, has more or less a positive psychology in his heart. We Uighur teachers should grasp this psychological feature and help them and fans ignite this little spark. I once taught such a student that his grades were so poor that he couldn't recite a word of the Uighur he had taught. In order to impress him, I asked him to recite only five sentences at a time. It took him about a week to finally recite five of them. I asked him to recite it in front of the whole class, and he recited it intermittently. I asked the whole class to applaud their affirmation. The classmate was so excited that she burst into tears. He can't listen carefully in class and can't understand what the teacher says. He is always absent-minded in the classroom and doesn't write neatly. It is difficult to get praise from teachers. When he finally memorized this short Uighur essay and got the performance and affirmation from teachers and classmates, his inner joy and excitement can be imagined. Only by combining everything with interest can we maintain a solid memory. We should stimulate students' deeper interest. In the process of learning knowledge, students can experience the inner happiness brought by learning knowledge. Learning Uighur itself can make people feel happy and interesting. This interest comes from the experience of Uygur knowledge and is a pleasure to the thinking process.

Second, the classification of teaching, reducing the difficulty

In order to stimulate the learning interest of underachievers and facilitate teaching students in accordance with their aptitude, in the review stage of each semester, I classify the classes I teach and divide the students in one class into AB classes according to their academic performance, among which Class A is underachiever. Generally speaking, such students do not exceed 20% of the total number. I asked them to be alone and lower the requirements. Make sure that their review focuses on the basic knowledge and writing training of Uyghur language (because the cultivation of reading and analysis ability cannot be immediate), and also reduce the difficulty as much as possible and relax the requirements for mastering basic knowledge and writing exercises. At the same time, a series of "preferential" measures are also stipulated, such as those who complete the specified tasks within one week can not do their homework, and those who make progress can be the team leader. In this way, there will be competition among underachievers, and they will no longer be tired of reviewing classes, and their grades will generally improve.

Third, happy teaching, entertaining.

For a while, many students in the class talked about nicknames, and I found that some underachievers' nicknames were not elegant and hurt their self-esteem. To this end, I organized class cadres to carry out an activity with the theme of "saying nicknames, taking nicknames and writing nicknames". Let's talk about the nickname characteristics of Liangshan heroes in the Water Margin, and then hold a nickname contest to see who has the best nickname, which can not only portray the character but also make people willing to accept it. Then, invite the class cadres to give a speech on the nicknames of several underachievers (prepared in advance). For example, the topic of the monitor's speech is "genius in our class", and "genius" is Nazati's nickname, because he is the worst in the class. Some students satirized him as a "born fool", but it was he who won the first place in the school sports meeting, and the monitor praised him as a veritable genius. Finally, I arranged for my classmates to write "XX in my class" (fill in the nickname at XX). This composition teaching activity not only saved the self-esteem of underachievers, but also made the whole class understand the truth that "the feet are short and the inches are long". At the same time, the class cadre's speech also provided a model essay for the underachievers. They are all very interested and eager to try, and many students have written good articles.

Fourth, the demonstration of "launching into the water" will attract more attention.

Underachievers are often forced to write compositions by teachers in exams, so they feel that they have nothing to write, let alone their interest in writing. To make underachievers feel that there is something to write in the composition, it is an effective way for teachers to "go into the water" to demonstrate. I once arranged for students to write a composition about table tennis competition. Before arranging, I read my composition about "going into the water" and used three idioms (of course, more idioms can be used). Then I said to the students, "Let's see who can use more idioms in his composition and use them properly." Then I privately gave some idioms to the underachievers. I didn't expect underachievers to use several idioms in their compositions, and some of them were revised by teachers and published in the school magazine. In order to cultivate the learning interest of underachievers, Uighur teachers should take the initiative to "guide in water", and educator Ye Shengtao also advocates "guide in water". The demonstration of "in the water" can make underachievers trust, admire and even worship you, thus improving the teaching effect.

Fifth, open more "small stoves" and invest emotionally.

The famous writer Yang Shuo once said, "Everyone has a fire in his heart. As long as you are good at nudging, it will burn brightly. " Underachievers also have unlimited intellectual and interest potential. As long as our teacher finds and lights them, they will also shine brightly. In the usual Uyghur language teaching, I often consciously give underachievers a "small stove" and lend them some extra-curricular books as usual, so that they can tell a joke, humorous story, fairy tale and so on. Before class; Instruct them to write some sentence-making compositions (write a paragraph with the words specified above), and choose better compositions to post; Let them publish on the blackboard; Let them be group leaders, representatives of various subjects, and correct other students' homework. In short, try to create opportunities for them to appear on stage, build up their self-esteem and let them experience the joy of success.