Examination paper comment is an important and common course type, especially in the stage of unit summary, mid-term and final review, and even becomes the main course type. Its main function is to help students analyze the learning situation in the previous stage, check for missing parts, correct mistakes, consolidate double basics, and find out the causes of mistakes on this basis, and learn lessons from failures (including listening to lectures, examining questions, methods and habits of doing questions, etc.). ), and sum up successful experience, so as to improve students' knowledge system and thinking system, and further improve their ability to solve problems. At the same time, commenting on exercises can also help teachers find their own problems and shortcomings in teaching, conduct self-summary, self-reflection, improve teaching methods, and finally achieve the goal of improving teaching quality.

First, the simple classification of evaluation papers

According to the order of evaluation and students' practice and thinking, it can be divided into speaking before practicing, practicing before speaking (or speaking before thinking) and so on.

According to the teaching level of commenting, from low to high, it can be divided into just talking about answers, commenting on the significance, ideas and methods of questions, linking comments, inductive innovation and so on.

Just talking about the answer is the most labor-saving and time-saving way. The teacher reported the answers to the exercises and hoped that the students would digest them themselves after class. This method is naturally good if students have good study habits and strong self-learning ability. In fact, it is used when the teacher thinks the topic is relatively simple, or because there is more practice but less time. It can be said that it is the product of the tactics of asking questions about the sea, and its biggest drawback is that it ignores the cultivation of students' learning methods and skills. Therefore, it should be said that the comment that only tells the answer is the worst comment.

Second, the basic principles that should be followed in the evaluation of test papers

1, the principle of clear goals. There is a question of "why" in teaching (topic) first, which requires teachers to clarify the internal intention of teaching (topic), and the clear goal should be the first consideration in preparing lessons (topic), which is not only the starting point of a class (topic), but also the destination of a class (topic); It is the direction of a class and the premise and guarantee of teaching a class (topic) well. Teaching evaluation has its particularity, and the goal should be clear (this is a problem that ordinary teachers do not agree with). The teaching objectives of lectures and evaluation should be determined by teachers according to the overall teaching objectives and existing problems (knowledge, ability, non-intellectual factors, etc.). ) exposure in student papers.

2. Pay attention to principles. There is also a question of "what to talk about" in the lecture (topic) Lectures (topics) must focus on key points, difficulties, doubts and keys, and be oriented to stimulate students' curiosity. The survey found that some students didn't get much. The main reason is that teachers don't care about anything (the result is nothing) and treat students as three-year-olds In fact, most of the questions on the test paper can be solved by students themselves, and even some questions are discovered and solved by students just after the exam. If you shave your eyebrows and beard when commenting, students will naturally get bored and think it is a waste of time.

3. The principle of pertinence. The teaching content of lectures and evaluation should be determined according to the students' examination situation, which is universal and typical, so as to improve the pertinence and effectiveness of lectures and evaluation. It is necessary to identify the "joints" where students make mistakes in answering questions, make in-depth analysis, solve doubts and explain mistakes, and prevent similar mistakes from happening again. This requires teachers to know more about how students think about right and wrong before preparing lessons, and ask a few more questions: "Why do students make mistakes on this issue?" Find out the problems existing in students' understanding of basic concepts and principles, and the defects existing in their ways of thinking and methods, so as to hit the nail on the head when commenting.

In addition, it is necessary to accurately identify students' non-intellectual problems, strike hard, and pay attention to the combination of collective guidance and individual counseling, so that students can form a rigorous style of study.

4. The principle of emotional motivation. "The teacher often scolds us.' This question has been said several times. Why is it wrong again? No matter how stupid this question is, it should be. If I say it a dozen times, you still can't do it. "

(1) appreciation. Teachers should learn to appreciate students. At the beginning of lectures and class evaluation, praise students who have made good achievements and made rapid progress, and encourage them to make persistent efforts and create new achievements. In the process of evaluation, we should vigorously praise the advantages of students' answers. Such as clean surface and standardized problem solving; Clear thinking and quick thinking; The solution is unique and creative. We should be good at igniting the sparks of students' wisdom and stimulating their inner potential. During the lecture, the good ideas and methods of solving problems in the test paper can be expressed by projection in class, and students can also be allowed to explain on stage. After commenting, you can post excellent answers and comments in the "learning garden" for the whole class to follow suit and learn.

(2) encourage. Students who are temporarily behind in their grades should be able to find reasons with them and encourage them to overcome difficulties and catch up. We should be good at digging out the bright spots in their answers and affirm their progress. Let them also be satisfied and happy in praise. If we point out the reasonable components of their wrong solutions and study with them how to do it, we can correct them into correct answers, enhance their confidence, stimulate their interest, eliminate their sense of oppression and increase their sense of success.

In short, lectures should be based on praise and affirmation, and avoid "I have said this question several times, why can't you?" Such as incompetent language, avoid sarcasm, reprimand and insult students' personality, so that students can reach the realm of "winning without arrogance and losing with grace".