Summary of the work of cultivating excellent students and making up the difference in grade one

Time flies, and a period of work activities has come to an end. Looking back on your work during this period, I believe you have many feelings. Let's sort out our past work and write a work summary. How should I write a work summary? The following is a summary of the first-year training and make-up work. Welcome to reading. I hope you will like it.

Summary of the work of cultivating top students to make up mistakes in the first volume of senior one 1 I am teaching mathematics in class three of senior one this semester. Through a semester of education, students' learning motivation and enthusiasm have been greatly mobilized. Both top students and students with learning difficulties can basically understand their learning objectives, not for others, but for themselves. The learning atmosphere has obviously improved. In the work of "cultivating excellent and poor students", I can implement the content of "cultivating excellent and poor students" step by step and with measures according to the plan and actual situation. The goals required in the plan can basically be achieved. The work of "training the superior to the inferior" is summarized as follows:

First, the ideological aspect.

1, comprehensively investigate and understand students, and be aware of them. This is the basis for a good transformation.

2. Be able to determine the list of students who need training or help according to their grades and use their spare time for counseling.

Second, the measures taken

1, train excellent and minor students to find the right target, set a good time, set a good task, set a good plan, set a good content, set a good measure and set a good goal.

2. Training outstanding students focuses on the long term, increasing students' learning difficulty, broadening their knowledge and developing innovative thinking. At the same time, it should be implemented in classroom teaching to ensure that gifted students are better.

3. Tutoring underachievers means understanding underachievers, respecting them and having confidence in them. There is no discrimination in thought, no disgust in emotion and no rudeness in attitude. The education of underachievers should adopt: low starting point, small steps and quick running, a little guidance, step by step, and a small victory is a great victory. We should not only see students' hopes, but also appreciate their progress in time to improve their interest in learning.

4. We have implemented "One Help One" to find out the knowledge base of students' preview, determine the target of help according to the students' reality, determine the actual progress that can be achieved, reduce the teaching rhythm, and adopt the principle of "One Help One" to decompose the teaching content from easy to difficult and from simple to complicated into reasonable levels and levels. Feedback quickly, find students' problems in time, correct or even adjust the teaching progress in time, so as to effectively improve classroom teaching efficiency. For example, two students in our class, Lu Yi and Wang Dongxu, are making progress with everyone's help. However, there are still some problems, such as education, teaching methods and means need to be improved. But I believe that as long as we persist in the work of "cultivating the excellent and turning the bad", we will certainly be able to do better and better.

The above is my experience and practice in cultivating outstanding students and underage students. In the future, I will work harder, strengthen my study, improve my working ability and efficiency, constantly explore and sum up my experience and practices, and strive for better results.

Summary of Training Excellent Makeup Students Since the first semester, with the care and support of school leaders and teachers, I have been able to implement the content of "Training Excellent Makeup Students" step by step according to the actual situation, so that students can develop better. The work of the past semester is summarized as follows:

1, carefully prepare lessons, carefully design classroom teaching, and strive to turn abstract mathematics teaching into intuitive and vivid mathematics learning activities. Although a class may take a long time to prepare, from the design of problems, the prominence of important and difficult points, to the preparation of teaching AIDS and learning tools, as long as it can attract poor students to participate in teaching and improve their cognition in mathematics learning activities, in my opinion, it is worthwhile! In the actual classroom teaching, I often ask them to complete some simple problems. Once the answer is correct, I will give them sincere and enthusiastic encouragement in time, let them feel the sense of accomplishment in learning mathematics and gradually establish confidence in learning mathematics well.

2. Classroom questioning is an important means for teachers to understand students' learning situation and stimulate students' desire to explore new knowledge. In practical teaching, giving priority to asking questions to students with learning difficulties is a kind of belief and affirmation for them. Because of poor foundation and poor ability, teachers should pay attention to hierarchy when designing problems, so that students with learning difficulties can think positively with their teachers' problems, so that students with learning difficulties can never let gifted students think before doing work for them. Give students with learning difficulties the opportunity to show their performance, so that they can experience the joy of success and harvest in every class every year. In this way, we can gradually improve the teaching quality in a large area.

3. Carefully design homework and strengthen homework guidance. Because there is a big gap between students with learning difficulties and gifted students in listening, listening and understanding, they either fail to complete the classroom assignments assigned by their teachers, or hand them in late, and more often they are staggered, so they often need to transfer their knowledge twice. I often use my lunch break to help poor students do their homework, urge them to correct their mistakes, clarify the main points of knowledge, and consolidate and practice related issues until they can achieve basic proficiency.

Although students with learning difficulties have many shortcomings, they also hope to be respected and praised by others. If this expectation is not met, they will give up on themselves and break the jar. Therefore, when they make progress or success, our teachers should faithfully affirm and congratulate them. Students with learning difficulties have done the same good things as other students and made the same progress. Teachers should give priority to praising students with learning difficulties, take this opportunity to increase their self-esteem, establish their self-confidence, strengthen their correct behavior, and transfer their advantages or progress in this respect to other aspects. The requirements for students with learning difficulties should be put forward step by step. At first, the requirements should be low, so that you can get praise in time. If you have a successful emotional experience, you can more confidently realize the higher requirements put forward by the teacher, so as to arouse your self-confidence and curiosity with timely praise. Gradually form an advanced internal driving force. Good results have been achieved.

5. Cultivate students' good study habits. One of the reasons why poor students are poor is that they have poor study habits and cannot control their bad habits. First of all, I will start with cultivating students to develop good study habits, and combine the educational activities carried out by the school to focus on requiring poor students to develop listening habits, speaking habits, homework habits and inspection habits. Good study habits in class, poor students listen carefully in class, and make some progress in answering questions and homework.

6. Combine advantages and disadvantages and help each other. For the supervision of poor students, in addition to the guidance of teachers, I also mobilize excellent students to help poor students in pairs. Each group has a math group leader, who not only focuses on checking the poor students' homework, but also exercises the poor students in this group and gives guidance on evaluation and correction. At the end of the term, the students who have made the greatest progress will be selected, and at the same time, the most responsible outstanding team leader will be selected, so that the mutual assistance between students can develop into a good class spirit.

In a word, cultivating excellent students is a long-term and arduous task, which requires us to pay more attention, care, time and energy, and make continuous efforts to promote the progress of all students!

Mathematics in Senior One, Senior Three, Book One, Training Excellence and Making Up Errors, Summary of Work Mathematics is an indispensable foundation and tool for learning modern science and technology. With the rapid development of science and technology, the role of mathematics is also expanding. It is widely used in daily life, production and construction and scientific research. Therefore, mastering certain basic mathematics knowledge and skills is one of the cultural qualities that China citizens should possess. Mathematics knowledge comes from life, so learning mathematics should be combined with real life to apply what you have learned. If you are divorced from life and only know how to calculate blindly, you will become an armchair strategist, a bookworm and make a big joke. Then, how to make the first-year students connect mathematics with real life when learning mathematics, and use the knowledge and methods they have learned to solve practical problems in life? How to make both gifted and poor students develop equally? In order to solve the above problems, I have done the following work in this year's teaching:

Mathematics knowledge is abstract, but primary school students mainly think in images. And the children here, because even the most basic language understanding has become a problem, it is difficult to master the new curriculum reform. Under such circumstances, in order to improve students' grades, what teachers must do is to cultivate students and make up for the differences.

There are 20 students in Class 1, Senior High School, including Kazak students 15, and 5 Hui students, one of whom is severely mentally retarded. In addition, Hayishar and Yerken have great difficulties in understanding knowledge because they are minors. However, just because they have difficulties, we should not ignore the teaching work and let it develop. In order to consider that other students in the class may have some negligence in their teaching, we can no longer ignore them in our after-school life. But I think the reason why children here are not easy to learn is not because they are stupid, but because it is difficult for them to learn the same knowledge as those Han children in a language environment with a very bad Chinese learning atmosphere. To learn mathematics well, we must first have the ability to think mathematically. I think the first task of cultivating their mathematical thinking ability should be to improve their Chinese listening and speaking ability. So in my spare time, I will communicate with them more to improve their listening and speaking ability, and I don't think this is the right only for Chinese teachers! Prompted by this clear goal, both of them have made some progress in mathematics, and both of them have improved a few points in the final exam.

This class also has several students with relatively good grades, such as Shuake, Yel Asri, Muhedal and Ma Tongmei. For them, I mainly use the method of elevation, so that they can not only see what the teacher taught, but also find some questions and answers that the teacher did not give, and learn to think with mathematical thinking. Mathematics can make people's thinking meticulous.

In the process of training outstanding students to make up for their differences, I take students as the foundation and give timely guidance to students with learning difficulties on the principle that mathematics comes from life and from life, so that different students have different developments in mathematics and enhance their confidence in learning mathematics well. At the same time, it also makes students realize that many mathematical problems come from reality, and that mathematics is closely related to life, which comes from life and is higher than life.