Homework is the test result of studying for a period of time in a day, and the wrong questions are the loopholes in studying during this period. Timely review and reflection are of great benefit to improving teaching effect. Many of our teachers may have this experience in their daily work. Sometimes a problem has been done in their daily exercises, and the wrong students have also revised it, but when it comes to the exam, these students still have mistakes. There are many reasons for this. I think one of the important reasons is that the review effect of students' homework is not good. Some students may not really understand the teacher when commenting, and because of face, they don't want to ask the teacher and classmates, so they just remember the answers to the questions. Therefore, when reviewing, the questions are done quickly and accurately, and they will not be done again in the exam. So our teachers should not be confused by these superficial phenomena. While improving our own teaching, we should improve the way of correcting students' homework, which shows the effectiveness of homework correction. The loopholes in homework are often the loopholes in classroom listening and practice. How to improve classroom efficiency and improve the correct rate of classroom exercises more effectively? I also tried, for example, dividing students into study groups, and the group leader used the after-class time to check the team members and urged them to correct their mistakes. However, this kind of examination between students becomes a mere formality after a long time, and the effect is not good. Even if the whole batch of homework is changed, the effect is not very satisfactory. Not only is it a waste of time for teachers to correct homework, but also the income of students is not maximized. So we must take some more effective measures. After relevant study and personal practice, I summed up some methods. First, deal with classroom exercises. The best way to practice in class is to correct in time and give students time and opportunity to correct their homework in teaching and contact. Because in-class practice in the classroom is often done after the new lecture, at this time, students' knowledge has not been fully and firmly mastered, and it is inevitable that students will make mistakes in their homework. Therefore, when students make mistakes, we must set aside time for them to correct them, so as to strengthen the positive stimulation of correct results to students' knowledge mastery, and let students realize and find their own mistakes and correct them in time. For students' large-scale mistakes, we should explain and guide them collectively to help students clear up their thinking of solving problems and follow the causal relationship. The second is the classroom and after-school homework independently completed by ordinary students. The students' homework here refers to the consolidated homework after class, such as "Math Workbook" and "Math Synchronous Practice". The method I adopt is: to revise students' homework for self-reflection. The specific method is: 1, so that students can draw the wrong place. This requirement can be met by ordinary students. The purpose of doing this is to let students find the wrong questions themselves. Only when they find the problems will they have an important understanding of them. This is commonly used in our technology. For example, if a rocket is found to be faulty before launch, technicians will take a very long time to take it apart bit by bit to find the problem. This process often takes a long time, but every time the problem is discovered and solved, it is a rare progress for this technology. The same is true of students' homework. Only when they understand what is wrong can they correct the problem. 2. Let the students find out the direct cause of the mistake. . This phenomenon either shows that students have not seriously faced their mistakes and perfunctory things; Either the students are really unreasonable and take careless treatment. For example, when teaching proportion, students are required to fill in the proportion with pictures and meanings. A student only wrote a 3: 4, and this should also be taught to students. It is still not enough to just find mistakes and problems and not change or make up for them. Students usually don't know how to remedy the problems and errors in their learning methods. Sometimes students correct problems, but the next time they encounter similar problems, they will still make mistakes, indicating that the last correction is of little significance to students, or they just did a quantitative exercise without a qualitative breakthrough. So it is very important to point out how to make up for it. . This is a difficult point in the revision work. Only by doing it well can students have the ability to correct themselves. In practice, I found that students sometimes do "I want to listen carefully" and "I want to calculate carefully next time", which I think is ok. When I meet such an answer, I often say, "Look, this is very important. You have to listen carefully before you can do it. " After a long time, students began to attend classes.