Homework evaluation class is a class whose main task is to summarize students' learning achievements, correct mistakes in homework or tests, encourage advanced students, help backward students, and remove obstacles for follow-up study.
An important way to evaluate homework is to evaluate the class on test papers, which is often used in unit test papers and mid-term and final test papers. Taking the lecture on unit test paper as an example, the homework evaluation after unit test is helpful for students to sort out the problems in unit learning in time, consolidate and deepen their knowledge, and effectively realize the goal of unit learning. However, homework evaluation is also widely used in daily teaching. So how to play the role of homework evaluation in daily teaching and improve the mathematics literacy of primary school students?
First, the status quo of homework evaluation
According to the task and focus of teaching, there are many types of primary school mathematics classroom teaching. There are six common types: new teaching, practice, review, comprehensive practice, testing and homework evaluation. For teachers, we are familiar with new teaching, practice class, review class and test class, but we lack the research on homework evaluation.
Second, the basic teaching process of primary school math homework evaluation
(A) unit homework lectures and evaluation classes
In the learning process of each unit information window, because students have different learning foundations and different learning experiences and life experiences in mathematics, it is inevitable that they will have different understandings of the learning content, and even some cognitive deviations and mistakes will occur in the learning process. In order to guide students to find problems in the learning process in time and find out the crux of the problem, it is particularly important to expand from one problem to a class of problems, adjust the problem-solving strategies in time, further master the mathematical thinking method, and carry out unit homework listening and evaluation. The basic process of unit homework lecture and class evaluation
1. Self-adaptation and compensation exercises
Students should correct the mistakes in their homework in time and analyze the causes of the mistakes. Before the homework lecture, according to the typical mistakes in your homework, or the problems that you think are easy to appear in this unit, you should design your own exercises, make up lessons or strengthen exercises. This process is different from the simple correction of students' mistakes, but after correction, students will further sort out similar exercises, consolidate and strengthen them in time, mobilize students' enthusiasm for autonomous learning, and promote students to understand the key to solving problems.
2. Check the cause and solve the problem
Teachers select typical mistakes and * * * questions in students' homework and present them in class. Students collectively diagnose and find out the reasons for the mistakes. On the basis of students' self-reflection, this link is further analyzed with the help of students' questions for reference. In addition to presenting students' problems, the classroom can also show students' unique practices and look for places to learn from.
3. Find ways to improve the strategy
With the help of students' error analysis, students can be further guided to explore ways to solve such problems and form strategies to solve them. The improvement of methods and strategies is the focus and core of lectures. In classroom teaching, teachers should guide students to look at a class of problems from one problem, draw inferences from others, and gradually form strategies to solve problems.
4. Reuse and improve through cooperation
On the basis of students' self-revision, self-editing, finding out the causes of mistakes and forming strategies, teachers present a set of consolidated, expanded and improved exercises, and students use the mastered methods and strategies to solve practical problems. The design of exercise questions comes from students' self-made exercises. Teachers carefully select exercises compiled by students according to several knowledge points to be solved in this class. Expand and improve the design of problems, try to combine with students' real life, cultivate students' ability to solve mathematical problems in life, let students apply what they have learned and experience the fun of mathematics learning.
5. Open and clear to verify the quality.
By consolidating and expanding exercises, students can have a clear understanding of the knowledge points, problem-solving methods and strategies of this course. Teachers can clearly show it, verify the teaching quality of lectures and comments, and make statistics and analysis on the correct rate to promote students' reflection and internalization. Finally, students sum up their gains, and teachers extend the methods and strategies to solve problems to extracurricular activities in time, prompting students to apply what they have learned to their daily lives.
In the teaching of unit assignment evaluation, assignment evaluation is closely combined with students' daily study. When students have problems in the learning process, they should correct their mistakes in time, compile similar exercises, answer by themselves, evaluate themselves and improve themselves. In addition to self-correction, the compiled exercises can also be used for classroom exercises and resource sharing. When the exercises compiled by students themselves are selected, they will feel sincerely excited and proud.
Students give students questions, which changes the previous practice of teachers testing students, effectively mobilizes students' enthusiasm for learning mathematics, and is conducive to the improvement of students' mathematical literacy.
(B) math classroom assignments review
Homework evaluation is a common teaching link in mathematics classroom. Organizing homework evaluation effectively can grasp the problems existing in students' classroom learning in time, adjust the teaching plan in time, and effectively improve classroom teaching efficiency. Math homework review, applied to daily teaching. Comments on the further exploration of mathematics classroom assignments in the research of our school. The basic process of its operation is as follows:
1. New learning and mastering knowledge
The initial stage of the course is the same as the new teaching, and teachers teach according to the teaching objectives and teaching difficulties. The learning requirements of the newly-granted part should be concise, lively and focused.
2. Set up exercises skillfully to consolidate and deepen.
The school requires teachers to teach each new lesson, design corresponding "clearing" exercises, and implement students' knowledge mastery and skill training. The design of "Kaiqing" is mainly aimed at consolidating the basic knowledge and skills in classroom learning and promoting students to complete the corresponding learning goals.
3. Classroom feedback to find problems.
After the "open and honest" practice, teachers organize collective revision or evaluation with students as the unit, find problems, discuss them in groups and report to the whole class. The problem found in this link is the difficulty of this lesson.
4. Classroom discussion to deepen promotion.
Each group summarizes the problems found in the group. For questions that are still in doubt, bring them up for the class to discuss, and for mistakes that are easy to occur, bring them up for the class to appreciate. Teachers should effectively play a guiding role in this process, further improve students' questions, and let students deeply understand the mathematical ideas and methods contained in them.
5. Strengthen practice and form skills.
According to students' problems, design targeted exercises, strengthen training and form skills. Intensive exercises generally take the form of problem group training, which helps students realize the essence of problems in the process of comparison. This class can be arranged flexibly according to the new teaching capacity and classroom teaching time.
6. After-class reflection and knowledge internalization
Teachers assign targeted homework, students strengthen reflection after class, further internalize the knowledge of classroom learning, master the methods and strategies to solve problems, and constantly improve mathematics literacy.
Third, the effective strategy of job evaluation
Math homework is a routine work in the process of math teaching. After finishing homework, commenting helps students understand the present situation of their knowledge and ability. Through comments, students can give full play to their advantages, correct their mistakes, make up for their shortcomings, stimulate their desire for knowledge, improve their knowledge system and thinking system, and improve their ability to analyze and solve problems.
When commenting, we should not simply talk about the facts, but establish extensive contacts according to the knowledge points of homework, form a cognitive structure, and cultivate students' ability to draw inferences from others.
1. Sample collection and statistical analysis
Mathematics teachers should use the idea of statistics to teach. The method of statistical analysis is especially suitable for homework class and the preparation stage before class evaluation. The statistics and analysis of homework is to prepare for evaluation. Teachers should set up a set of "wrong questions" in the classroom, record the topics with high error rate, and count the error rate, the root of the error and the reasons for the error, so as to provide sufficient evidence for classroom evaluation. Sun Tzu's Art of War said: "Know yourself and know yourself, and you will be invincible." This is also an indispensable part of our effective homework evaluation teaching.
Statistics generally take the whole class as a sample to count the correct rate of homework. If the test is conducted, it is necessary to analyze the average score, excellent rate, qualified rate of the whole class and the correct rate of each big question. When calculating homework, it is recommended to focus on two points. First, the typical mistakes of students and the common mistakes of students in their homework are the key contents of teachers; Secondly, teachers should also pay attention to students' unique ideas and some innovative and unique practices in the process of doing problems. Only by doing statistics well before class can teachers know what they are doing and be targeted when commenting.
2. Clear goals and prepare carefully.
Preparing lessons is the foundation of a good class. On the basis of collecting sample questions in the early stage, the objectives of lecture and evaluation are determined. The focus of lectures and evaluation is to encourage students to form methods and strategies to solve problems and avoid making mistakes in practice. After defining the goal, teachers should prepare lessons carefully, consider which typical examples to choose for evaluation from the perspective of improving methods and strategies, and how to help students grasp the essence and popularize them. In order to implement the knowledge points, which exercises should be selected for students to carry out targeted exercises; In order to expand the application, what exercises should be designed for students to establish the connection between knowledge, form a complete cognitive structure, and promote the improvement of students' mathematical literacy.
3. Cooperative exploration and independent evaluation
Homework evaluation shows students' typical mistakes and unique practices. According to the age characteristics of young children, teachers give priority to evaluation in the lower grades, and give full play to students' initiative in the middle and high grades, so that students can cooperate to explore, jointly find the reasons for the mistakes and make independent comments. Students have different opinions in the process of commenting, and they can also take the initiative to ask questions, causing controversy or debate, which is conducive to cultivating students' mathematical thinking ability and logical reasoning ability. Independent evaluation is also beneficial for teachers to find problems from students' expressions and lay the foundation for teachers' in-depth guidance.
4. Summarize methods and refine strategies
Teachers should pay attention to the summary of methods and strategies implied in the process of solving problems, and guide students to summarize methods and find strategies in cooperative inquiry. When solving practical problems, the method guidance in primary school mathematics classroom usually adopts analytical method, comprehensive method or analytical comprehensive method to answer. However, when solving some comprehensive or difficult application problems, we need to master some effective mathematical thinking methods, such as "transformation", "hypothesis" and "correspondence". Mastering methods and forming skills is also a requirement for students' ability. Teachers should be good at teaching methods in comments.
5. Students do their own problems and improve their exercises.
Before class, students will revise and edit their own exercises according to the problems that are easy to make mistakes in their homework, which will be summarized by the group and handed over to the teacher. Teachers will choose exercises according to the knowledge points and outstanding difficulties in the lecture, so as to consolidate and expand the exercises. Choosing students' self-made questions can not only show students' learning achievements, but also allow students to practice and comment, which is conducive to stimulating students' enthusiasm for learning. In addition, teachers can also consciously design corresponding problem groups according to * * * sexual problems, so as to cultivate students' profundity and flexibility in the process of solving problems. For example:
Case 1 "When astronauts arrive at the moon, their weight is only 1/6 of that on earth. How many kilograms did an astronaut weighing 78 kilograms lose when he went to the moon? "
The correct rate of students is 57.2%, mainly because students don't understand the meaning of the question. To this end, the teacher asked the students to analyze the causes of the mistakes independently and set up a new set of questions.
(1) Xiao Fang's mother took part in yoga training. Her original weight was 75 kg, and after training she weighed 60 kg. How many pounds has she lost? (intention: understand the actual meaning of the question. How many pounds have you lost after training? )
(2) Xiao Fang's mother took part in yoga training. Her original weight was 75 kilograms, and her weight after training was 4/5 of the original. How much does she weigh after training?
(3) Xiao Fang's mother took part in yoga training. Her original weight was 75 kilograms, and after training, her weight was 4/5 of the original. How many kilograms has she lost?
Through the simulation exercises of problem groups, we can clarify the thinking of solving problems and improve students' ability to solve problems.
In case 2, students are easily confused with the "unit 1" of the fractional application problem. Teachers can arrange such exercises intentionally and get better results.
According to the supplementary conditions of questions and formulas:
The beach organized a sand sculpture competition. One pile of sand is 15 tons, and the other pile is 65438 tons.
(1) Formula: 15÷2/5 Condition-.
(2) Formula: Solution: Let another pile of sand have x tons. Xx (1-2/5) = 15 condition-
(3) Formula: Solution: Let another pile of sand have x tons. Xx (1+2/5) = 15 condition-
(4) Equation: 15+2/5 Condition-.
(5) Equation: 15×2/5 Condition-.
(6) Equation: 15×( 1-2/5) Condition-.
(7) Equation: 15×( 1+2/5) Condition-.
(8) Equation: 15-2/5 Condition-.
Through the practice of supplementary conditions, students can effectively understand "unit 1" and make clear the quantitative relationship in application problems.
Fourth, reflection: thinking about the practice of homework evaluation.
1. The evaluation model should be student-oriented: the model of homework evaluation should be based on the actual situation of students in the class. Generally, lower grades are suitable for teachers' evaluation, and middle and high grades can be evaluated according to students, which is conducive to improving students' autonomy and learning ability.
2. In homework evaluation, it helps students to correct and compile their own books and arouse their enthusiasm. However, in the process of writing questions, there may be some data errors or common sense problems. Teachers should pay attention to correcting students' mistakes in the selection process, and at the same time guide students to connect with reality and calculate carefully.
3. Collecting students' errors and establishing a question bank of teaching errors are conducive to improving the pertinence of teachers' homework evaluation. However, how to film students' original mistakes and show them to the whole class is helpful to protect the self-esteem of underachievers and inspire students to correct their mistakes actively, which is worth further discussion in practice.