The so-called students with learning difficulties are a general term for students who have difficulty in learning. They refer to students with low ideological and moral quality and low interest in learning. For students with learning difficulties, it is a headache for parents, frustrating for teachers, and sad for the students themselves. Students with learning difficulties in music classes are no exception. The ultimate goal of music education is human education, cultivating healthy personality, noble sentiments, and aesthetic abilities, rather than training all students to become musicians. There has always been such a confusion in our music education: teachers work hard to teach students to sing music, make rhythms, and make rhythms over and over again, but they also lament why the children’s understanding is so poor. After teaching several times, they still don’t understand. Understand. Have we thought about other reasons? Children are innocent. What they need is the source of music, not boring music theory and technology; they need the joy that music brings, not fear; they need a lively, cheerful and confident character, not timidity and nervousness. How to transform students with learning difficulties and improve their interest in learning? Over the past few years, I have been constantly thinking, analyzing, and summarizing this issue, and have taken the following measures: 1. Care for students and stimulate interest. American psychologist Bruner said: The best motivation for learning is interest in the subject studied. ,Interest is the best teacher. Only by being close to the teacher can you believe in the teaching, change the teacher-student relationship into a friend relationship, and make friends with students with learning difficulties. Practice has proved that primary school students often like the subject taught by the teacher just because they like it. Teachers should respect students, love students, care about students, know and understand them, feel a sense of intimacy, trust and expectation for students, and be their close friends. Teachers should bring smiles into the classroom so that every student feels that they are valued and cared for. This shortens the psychological distance between teachers and students and enables them to actively engage in active learning activities. Music teachers should start with emotions to stimulate the interest of students with learning difficulties in learning. Generally speaking, students with poor academic performance are timid towards teachers. They are afraid of teachers asking questions during class, asking teachers to look at them, and worrying after class. The teacher looked for him. In order to eliminate their fear, teachers should treat them with expectant eyes and gentle language, so that students with learning difficulties feel that teachers are respectable and amiable; only then can they regain their confidence in the classroom. In more than ten years of teaching, I have always strived to create an enthusiastic teaching environment, organizing teaching with an amiable teaching style, caring and warm language, and gentle and friendly eyes. Because I know that music teachers must teach with love for students and love for knowledge. Teachers must ignite the sparks in students' hearts. Students not only need knowledge, but also enthusiasm. Therefore, teachers should target all students instead of teaching a few gifted children. There are several poor students in each class. As a teacher, you should provide these children with more nutrition, care and help, and give them more special love, so that these little grasses can also get sunshine. There is a girl in the second grade who is younger and very poor at homework, including music. Once, I asked her to get up and sing a song, but she just didn't speak. The classmates said in unison: She doesn't know anything, she is the worst in our class! I looked at her with understanding eyes and said to her kindly: I don't believe you are the worst. Come, teacher, sing with you and tell everyone with your singing that you are the best! After a semester of help, I sincerely affirmed and praised her every step of the way. Under my guidance, I often see classmates actively inviting her to join the group. She is always very excited to sing and dance with her classmates. I remember that the first time she rewarded her with a little red flag, she laughed with tears in her eyes. These children may not be musical talents, but through our subject education, they must build up their confidence in learning and life. two. Loving students and motivating progress. Loving students and motivating progress is an important guarantee for respecting students' emotional development and improving classroom learning efficiency. In teaching, I can always use teachers' love and students' wonderful childlike innocence to build an emotional bridge between teachers and students. Therefore, to love students, we must treat each student equally, teach each student in accordance with their aptitude, encourage them passionately, accept students with a tolerant heart, walk among students with a smile, Get into the minds of students. For example, there is a student named Cui Qiang in the fourth grade. He often lowers his head during class and does not dare to look at the teacher. He was afraid that the teacher would ask him questions. After I learned more about it, it turned out that it was because when the previous music teacher asked a question, he gave the wrong answer, and his classmates blamed him: You can't even do it so easily, you are so stupid. Later, I encouraged him and said: I believe you are not stupid and you can definitely learn it. From then on, I always left some simple questions to Cui Qiang to provide him with more opportunities suitable for his performance. This student can speak boldly and actively in class, and his grades have also improved greatly. For example: When I was learning "I am a Young Avanti", because this song is particularly suitable for dancing, I asked the students to volunteer to dance together. According to the number of students in their class, I asked the students to work in pairs. As I guessed, that person was Jiuqiang. I quickly walked over and said, What a coincidence, we are the only two who are not in a group. Would you like to be in a group with the teacher? Jiuqiang’s little face turned red and said, “I, I do,” so , I held his little hand, and in the moving dance I saw Jiqiang’s happy smiling face. In the dance display, our group performed the best, and the students were vying to give out prizes for Jiqiang. I noticed that Jiqiang was finishing class. , reluctantly left the music room. From then on, Jiu Qiang never lowered his head in class again, and actually turned from a student with learning difficulties into a leader in music class. And now he has become a member of the school dance team.

three. Find shining points and inspire confidence. First of all, as a teacher, you should adjust your mentality and have the ability to calmly understand reality and analyze and treat facts objectively and fairly. Faced with the problems that exist among students, we must not be discouraged or look down on students. Instead, we must look at them from a developmental perspective and discover every shining point in them. Some of our teachers tend to regard students with poor academic performance as inferior students, think that their quality is too poor, despise them ideologically, and ignore them in teaching, causing their self-esteem to be hurt and trampled on again and again, and their hopes to be shattered again and again. The low self-esteem makes them even more depressed, and the indifferent environment makes them more depressed. We teachers should make objective and fair assessments of students’ personalities, habits, interests, hobbies, talents, potentials, mental states, family situations, etc., so as to avoid bias and give students respect and care. I remember that when I was learning "Singing a Song Together", all the students were singing and dancing enthusiastically and performed very well. Only Li Shuai was playing on the table alone. When I saw this situation, I smiled and said softly. Said: Li Shuai, do you really love playing with toys? Can Teacher Yu give you a toy? So, I took a small string bell (a percussion instrument) to her, told her how to play it, and demonstrated it. Li Shuai was very happy after getting the small string bell, his eyes were shining, and he immediately started ringing. At first, she was tapping randomly, but when I played "Singing the Same Song", she was actually able to tap the rhythm with the music, and her tapping was very good, and she could accurately hit the strong and weak characteristics of the three beats. . My classmates and I were very surprised. I took the lead in applauding, and my classmates also applauded and praised Li Shuai for his intelligence. Li Shuai also smiled and was so excited, because it is difficult for children like her to get praise. The sincere smiles of the teachers and classmates brought happiness to her, and they also brought happiness to ourselves. This class was extremely happy. Four. Provide opportunities to experience success. Psychologists believe that human behavior is the result of reinforcement. Successful rewards will make students with learning difficulties feel joyful. This joy of success will in turn be transformed into a powerful motivation for further learning, stimulating their strong motivation. desire for knowledge. Therefore, in classroom teaching, teachers should consciously create opportunities for students with learning difficulties to fully demonstrate their learning success, so that they can enjoy success in independent learning, thereby helping them build up their self-confidence in learning and actively participate in independent learning. Come in learning activities. Therefore, students in music class need the teacher's smile, the teacher's eyes should be real and natural, and have a unique charm and beauty, and the smile sent by the teacher's eyes should be the true expression of the teacher's inner emotions. In the usual classroom teaching, we found that Zheng Yue, a third-grade student, is timid. He is willing to be a bystander and listener rather than a performer. He always gives the applause to others. In the long run, not only will he not get Applause, also lost the opportunity to express their talents. Therefore, I can always use a smile to make her come closer to me and get closer to me, so that he who is timid and lacks self-confidence can feel the teacher's attention to him and the collective care and friendship for them, which makes him feel psychologically satisfied. It made him feel that music was not a very high snow-capped mountain, where every step was so difficult, but a vast ocean, where everything was fresh and tangible. They could play at the beach or take a boat to get close to her. Pulse, you can even swim in the ocean of music. Even a tiny bit of progress he makes in each class will be recognized and appreciated by me. After Zheng Yue has experienced it again and again, she will feel the music in my approving eyes. In class, she will find happiness like other students. She can sing, she can play, she can perform, and she can Evaluate who is good and who is bad. Watching his progress, I always feel an indescribable sense of relief. Students with learning difficulties should all be beautiful eagles, but now they are hungry and thin, with weak wings and a short flight distance. Therefore, teachers should provide them with water and food and feed them carefully; students with learning difficulties are also a mirror. I should always face the mirror with no shame and let it reflect my shortcomings in education and teaching, so as to establish a beautiful personality image that keeps pace with the times.

Every student is like a tree. As long as we give it the rain of love and cultivate it carefully, no matter how withered it is, it will become a towering tree that strives to reach the top!