[A brief discussion on the transformation of poor students in junior high school Chinese teaching] Guidance records for junior high school Chinese students with poor performance

The core concept of the new curriculum is "Everything is for the development of every student." Chinese teaching, in the final analysis, is to enable students to understand and use the language of the motherland. However, in fact, some students are afraid of learning Chinese and find it difficult to learn. From fear to learning, they do not want to learn. The following are some of my methods for transforming students with poor language skills.

1. Stimulate the interest of poor students in learning Chinese and carry out ideological education

The reason why many poor students have difficulty in learning is because they do not understand the importance of learning Chinese well and lack self-consciousness in their actions. , Therefore, I have carried out the following ideological education for these students with poor language skills: nine-year compulsory education is an education that everyone must receive, and the thoughts and feelings of loving the motherland's language are the basic qualities that every citizen should have. A person who speaks unclearly, writes articles with typos, and has difficulty reading newspapers will find it difficult to survive and develop in a highly competitive society. I also told them some things that caused jokes or tragedies due to lack of Chinese literacy, so that they could increase their awareness and clarify their goals through laughter or deep thought. In addition, I also use various extracurricular activities to stimulate the interest of poor students in learning, such as visiting interviews, participating in competitions, submitting articles to newspapers and periodicals, social surveys, etc. Only by learning Chinese well can we learn other subjects well and lay the foundation for future success. In school, you should often call students to your side to talk, and subtly change them in "small talk".

2. Give more encouragement and praise. Appreciative education for poor students

We cannot discriminate against or "abandon" poor students because of their temporary poor performance. On the contrary, they should be given more encouragement and praise. You can select vivid examples from inside and outside the classroom of those who are less talented and slow to respond, but who have become speakers and writers through hard work to eliminate their inferiority complex. When asking questions in class, once the poor students raise their hands, they will greet them with a smile and stimulate their self-confidence with words such as "Okay!" They will be affirmed in terms of voice and other aspects, and slowly they will build up their self-confidence. Poor students can read their essays to the whole class if they only have one paragraph or even one sentence that is wonderfully written. Every time a poor student makes a slight improvement in a small test, he or she should be specifically praised and encouraged, and appropriate material rewards (such as an exercise book) can also be given.

3. Cultivate poor students’ awareness of participation and let them be the masters of learning

In Chinese teaching, we should place poor students among the questioning subjects and give them the opportunity to answer questions individually ( (including written answers on the blackboard) are more reserved for poor students. Start with simple questions and "force" them to use their brains from easy to difficult. During mutual review of essays, both the top students will correct and write comments for the poor students, and the poor students will also be asked to correct and write comments for the top students. When reviewing essays, you should read both the essays of outstanding students and the essays of poor students (without publishing their names, of course), and let everyone comment together and point out the strengths and areas that need improvement. Some poor students write neatly, and such students should be allowed to actively participate in the preparation of blackboard newspapers and handwritten newspapers; poor students who are eloquent should be allowed to be the host of parties, debaters in debate competitions, etc.; poor students with good ideological quality should , suggested that the class teacher let him try to regulate the discipline of the whole class... Because the poor students got a lot of participation opportunities and saw their own strengths in Chinese, their enthusiasm for learning Chinese also increased.

4. Implement individual education and teach students in accordance with their aptitude

Chinese teachers must frequently check and supervise the Chinese learning of poor students. For example, Chinese class records should be checked regularly. If important content is missed or written errors are made, they should be promptly supplemented or corrected. After the phased test, the teacher and the poor students analyzed the test papers carefully to find out the reasons for the errors and formulate corresponding measures. The writing of poor students must meet the basic requirements, otherwise they will be rewritten until they meet the basic requirements (such as the number of words). If poor students have improper learning methods and study habits, Chinese teachers should provide timely guidance to help them improve their learning methods and cultivate their correct study habits. Poor students have many mistakes in their homework and have difficulty correcting it independently. Chinese teachers should try their best to correct them in person, so as to achieve the dual purpose of correcting and providing individual guidance at the same time.

In addition, the requirements for poor students should be slow first and then fast in terms of speed, easy in content first and then difficult in terms of content. In terms of methods, the foundation should be laid first and then improved. In short, students should be taught in accordance with their aptitude.

As long as Chinese teachers always have poor students in mind, always pay attention to poor students, use appropriate methods, and take effective measures, the Chinese literacy of poor students will continue to improve, and many poor students will also take off the label of "poor students" , enter the ranks of middle-class students or even top students. This is the common wish of our Chinese teachers, and it is also what the "Compulsory Education Chinese Curriculum Standards" hope for.

(The author’s unit is Lushu Middle School, Xinbei District, Changzhou City, Jiangsu Province)