摘  要: 小学中年级阶段的学生开始进入了小学阶段的分化期，使学生个体思维水平差异增大所致。这种差异即导致所谓“两极分化”形成，为此在数学课堂上数学学困生开始在中年级阶段普遍存在，为此转化数学学困生是非常必要的。本文结合实习期间的观察选择一个学困生来加以研究，通过观察、分析、转化等几个方面的个案研究，发现构建良好的师生关系、延长集中注意力、因材施教的应用、学习兴趣与自信心的培养是转化数学学困生的有效策略。

[关键字]  小学数学    学困生   转化策略

Abstracts：Middle grade pupils begin to enter into differentiation stage at primary school period, student’s level of thinking will increase. This difference will lead to the so called the formation of polarization. So the universal existence of  pupils with learning difficulties in math will appear on the middle grade at primary school period. It is necessary to transform pupils with learning difficulties in math. This paper combines the observation during intership and  study with a student with learning difficulties. Through a case study of observation, analysis, transformation and other aspects we found that build a good teacher-student relationship, the extended focused attention, the application of individual, the interst of learning and the build up of confidence is an effective strategy to transform pupils with learning difficulties in math.

Keywords: primary school mathematics    students with learning difficulties   transformation strategy

问题缘由

面对小学数学这门学科的教学内容的加深、教学要求的提高、学习方法的改变、外界因素的干扰等多方面的原因，学生两极分化的现象特别严重，在数学教学中，把相对弱势的群体叫数学学困生，它普遍的存在着。学困生不仅承受着学习的压力，同时承担着来自同伴对他的嘲讽，教师对他的冷漠，家长对他的忽视种种压力，对其今后自身健康快乐的成长及学习的自信心等方面的发展有着不良的影响，对他未来的学习起着不良的作用，甚至起着危害社会的稳定。怎样才能使学困生得到转化呢？怎样才能使学困生跟上全班的学习进程呢？找出学困生的转化策略是必要的。让学困生得到转化，跟上学习的进程，使学困生健康愉快的学习，树立学习自信心，消除部分学困生的心理障碍具有一定的意义同时不管是对学校、社会、家庭还是本人而言都具有一定的研究价值。