学困生还可以分为用功型学困生和非用功型学困生,其特点大致有:(1)自卑心理;(2)固执心理;(3)强迫心理。产生的原因大致有:(1)知识链条断裂,造成后续学习困难;(2)认知结构不合理,造成知识提取困难;(3)学习方法不科学,造成学习低效;(4)教师指导不到位,学习不得要领;(5)少数学生智力缺陷,造成认知困难。对策:(1)合理定位,长期计划;(2)明确目标,突破盲点;(3)注重梳理知识,形成合理的认知结构;(4)解后反思,适时小结;(5)结对帮助,定期检查。 Students with learning difficulties can also be divided into dysfunctional students and dysfunctional students, whose characteristics are: (1) inferiority complex; (2) stubborn psychology; (3) forcible psychology. The reasons are as follows: (1) the knowledge chain breaks, resulting in the follow-up learning difficulties; (2) the cognitive structure is irrational, resulting in knowledge extraction difficulties; (3) unscientific learning methods, resulting in learning inefficiencies; (4) Not in place, can not learn essentials; (5) a small number of students mental retardation, resulting in cognitive difficulties. Countermeasures: (1) Reasonable positioning and long-term planning; (2) Define goals and break through blind spots; (3) Focus on combing knowledge and form a reasonable cognitive structure; (4) Periodic inspection.