一、尊重学生,捕捉闪光点,激发数学学习兴趣坚持“多表扬、少批评、多鼓励、少埋怨”的原则,对学困生学习过程中的每一个闪光点和一点一滴的进步都要表扬鼓励,来不断激发他们的学习信心。要引导学困生与普通学生一样,在课堂内外,通过数学实验、主动参与、观察总结,增强学生的参与意识,激发学生学习数学的兴趣。针对大多数学困生在学习数学的过程中主动参与的意识不强的现象,作为教师在课堂上,应主动从他们熟悉的生活细节入手,举出贴近他们生活的事例,鼓励他们自己去主动探索知识,而不是灌输知识,把课堂留给学生,教师则要在适当时间,让学生说出本节课的收获,并给予肯定和鼓励,以此来激发学生的数学学习兴趣。每个“学困生”身上都有闪光点,都有长处。作为教师关键要给学生创造“闪光”的机 First, respect for students, to capture the flash point, to stimulate interest in mathematics learning Adhere to the principle of “more praise, less criticism, more encouragement, less complain”, for each flash point and bit by bit Progress must be praised for encouragement to constantly inspire their learning confidence. To guide poor students like ordinary students, both inside and outside the classroom, through mathematical experiments, take the initiative to participate in, observe and summarize, enhance students’ awareness of participation, stimulate students interest in learning mathematics. For the majority of students with learning difficulties in the process of learning mathematics to participate in the phenomenon of weak consciousness, as teachers in the classroom, should take the initiative from their familiar details of life to start with examples of their lives close to encourage them to take the initiative to explore Knowledge, rather than instilling knowledge, leaving the classroom to students, teachers should at the right time, let the students say the lesson harvest, and to give recognition and encouragement, in order to stimulate students interest in math learning. Each “school students ” who have flash points, there are strengths. As a teacher key to give students to create “flash ” machine