Students are always full of enthusiasm and strong interest when they first come into contact with English. However, with the continuous expansion of vocabulary, the increase of sentence patterns and grammar knowledge, and the improvement of teaching requirements and objectives, a few students have not developed good study habits and their foundation is not solid enough. With the gradual disappearance of curiosity, their interest in learning has faded, their grades have been declining, they have gradually lost confidence in learning, and even have a rebellious attitude towards learning English, resulting in what we usually call "students with learning difficulties". This part of students restricts the improvement of school education and teaching quality, and is also directly related to the implementation of quality education. It is the bounden duty of every English teacher to help them out of their predicament. How to stimulate the learning interest and enthusiasm of students with learning difficulties and fully mobilize their learning initiative and enthusiasm? As English teachers, we should constantly study the causes of students' learning difficulties, guide them to like learning, learn to learn to learn, help them overcome psychological barriers and rebuild their confidence. In the process of junior high school English teaching, the author has made some attempts and explorations on how to transform students with learning difficulties and give full play to their main role, and thinks that they can be inspired from the following aspects.

First, the teacher's love and patience are the prerequisites for the transformation of students with learning difficulties.

Rogers believes that the organism itself has the wisdom of the organism, which can be expressed through the evaluation process of the organism, so as to judge the value of self and experience, maintain the coordination between self and experience, and ensure the development of human nature in the direction of giving full play to its functions. This shows that the teacher's sincere love and respect is the key to enlighten the soul, and this key is often the most needed by students with learning difficulties. English vocabulary is large, especially in new textbooks. In addition, many sentence patterns and phrases need to be memorized, which makes it difficult for students to learn. Therefore, teachers need to give students more love and patience, so as to be "fond of watching, and pity with scars". As long as teachers are full of confidence, love and patience for every student, they can achieve better teaching goals and receive better teaching results. Only when the teacher is recognized by the students can the students study enthusiastically. If a teacher stands on the platform, students will feel disgusted and even afraid of the subjects he teaches. How can they learn well? Winning the soul by heart is not only the condition of education, but also the essence of education. When we naturally enter the hearts of students with learning difficulties, students with learning difficulties are willing to open their hearts to us, and our education boat will sail into the harbor of success.

Second, restoring students' self-confidence in learning English is the key to transforming students with learning difficulties.

Every junior high school student wants to lay a good foundation in English to meet the requirements of modern society. However, many students have suffered setbacks in their English learning in junior high school, which greatly dampened their learning confidence. Some students even adopt the attitude of giving up English, and they suspect that their English scores can't be improved any more. To this end, teachers should first objectively analyze students' situation, classify conversations, put forward their weak links and the possibility of progress one by one, and actively provide opportunities in classroom teaching so that they can get a small but successful experience. When students with learning difficulties answer questions, they smile and their eyes show enthusiasm and expectation. If they answer correctly, they will be praised and affirmed in time and say "Yes!"

"Well done!" "You have made great progress!" Such as similar incentives; If the answer is wrong, you should also say something like "it doesn't"

Things! ""Please pay.

Please note that ... "

"Try to do better next time!" Wait for words of encouragement, not words that hurt their self-esteem and dampen their enthusiasm. Stimulating the positive emotions of students with learning difficulties will greatly enhance their confidence and courage to overcome difficulties and learn English well, and their enthusiasm for learning English will also be improved, laying a solid emotional foundation for the ultimate complete transformation. Secondly, individual guidance is given in a planned way after class to help them improve their learning methods, improve their learning efficiency, motivate them to overcome their inferiority complex, rebuild their confidence, and give necessary encouragement to every progress they have made. Give correct guidance to students with learning difficulties who are impatient after a period of hard work, help them set long-term goals, and educate and encourage them through their own successful examples in teaching practice. After long-term unremitting efforts, most students with learning difficulties have become masters of English learning again, shaped their self-image in English learning and made remarkable progress in their grades.

Thirdly, cultivating good study habits is the basis of transforming students with learning difficulties.

Bacon said: "Habit is really a tenacious and huge force, which can dominate life." Curriculum standards point out that the task of English curriculum in basic education stage is to cultivate and stimulate students' interest in learning English, so that students can establish self-confidence, form good study habits and effective learning strategies, and develop autonomous learning ability and cooperative spirit. If a student does not have good study habits and strong self-study ability, it is difficult to get out of the trough of English learning. Although many students with learning difficulties have many defects in knowledge, what they lack more is scientific learning methods and good study habits. Therefore, when helping these students, teachers should not only supervise and inspect their knowledge, but also strengthen their guidance in studying law and cultivate their good study habits. There are many good study habits, some of which are aimed at various subjects, such as the habit of consciously previewing before class, the habit of listening carefully in class, the habit of thinking positively in class, the habit of reviewing independent homework in time after class, and the habit of being good at observing and being willing to start work at ordinary times. As far as English subjects are concerned, it is also necessary to cultivate students' habits of "listening more, speaking boldly, reading well and writing diligently", English thinking habits, cooperative learning habits and reflective learning habits. Cultivating students' good English learning habits is a long-term and meticulous work, and it is also an important task of English teaching guidance in and out of class. Teachers should actively guide and carefully observe students' psychological state in this process, so as to maintain their positive, confident and enterprising learning enthusiasm.

In short, the transformation and improvement of students with English learning difficulties is a long-term and arduous task, and it is also the basic requirement of quality education under the new situation. Years of teaching practice has proved that respecting and caring for students with learning difficulties, cultivating their good study habits, adopting flexible and diverse strategies according to the actual situation and constantly adjusting teaching methods can achieve the goal of transforming and improving students with learning difficulties. This is also the understanding and hope of the majority of junior high school English teachers, so that teachers' "teaching" can better serve students' "learning" and let our students "leave no one behind" and learn English well in a down-to-earth manner.