学习困难与学生的学习品质有着密切的联系。优良的学习品质,能起到端正学生品德,促进发展智力,培养良好的行为习惯的积极作用。而学习困难儿童。由于心理障碍、学习障碍、智力障碍、态度障碍等原因,往往不能形成优良的学习品质。表现在:自卑自贱,自暴自弃,丧失自信心和上进心;抽象思维差,形成概念慢,记忆错误;情绪控制能力差,易分散注意力,心境反应瞬息万变。 那么,如何培养学习困难儿童优良的学习品质呢? 思考之一:用“情感”这枚金钥匙,开启儿童一扇扇关闭着的心扉,正确处理教与学之间的关系。 苏联教育学家费可夫认为,扎实地掌握知识,与其说是靠多次的反复,不如说是靠理解、靠内容的诱因、靠学生的情绪状态而达到。也就是说,用老师的“情感”去提高儿童认识活动的积极性和效果,去提高教学质量。为此,要求教师必须做到: Learning difficulties are closely linked with the learning quality of students. Good learning quality can play an active role in correcting students’ morality, promoting the development of intelligence and cultivating good behavior habits. While children with learning difficulties. Due to psychological disorders, learning disabilities, mental retardation, attitude disorders and other reasons, often can not form a good learning quality. In: self-abase self-abase, give up on themselves, loss of self-confidence and self-motivated; abstract thinking is poor, the formation of the concept of slow, memory error; emotional control is poor, easy to distraction, rapid changes in mood. So, how to cultivate the excellent learning qualities of children with learning difficulties? One of the reflections: using the golden key of “emotion”, open the children’s closed fan heart, correctly handle the relationship between teaching and learning. The Soviet educator Fickov believes that a solid grasp of knowledge, so much relying on repeated rather than by understanding, relying on content incentives, relying on the emotional state of students to achieve. In other words, with the teacher’s “emotions” to improve the enthusiasm and effectiveness of children’s awareness activities to improve the quality of teaching. To this end, teachers must be required to do: