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.
It is better to tell the answer than to comment on the meaning, ideas and methods of the question. The biggest advantage of this method is that students can understand the process of solving problems and learn the skills of examining, solving and judging problems. In fact, this is also necessary for a good paper evaluation.
It should be said that the relationship between evaluation and innovation is the highest level of evaluation. Ordinary teachers can only expound the meaning, ideas and methods around a topic, and it is not easy to jump out of a topic to talk about connection and innovation, because this requires teachers to have not a topic in their minds, but many similar problems. Teachers can master a class of problems by talking about a topic and connect the whole knowledge network from a knowledge point. On this basis, through the teacher's heuristic comments, students' innovative thinking is stimulated, and students are prompted to say ideas and methods that teachers can't tell, so as to solve problems creatively.
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.
To implement this principle, teachers are required to prepare carefully before class, carefully mark papers, and do a good job in statistical analysis of grades. Statistical average score, pass rate, excellent score rate, low score rate, distribution of people in each score segment, statistical score rate of each question and solution of each question (including unique solution and typical mistakes). It's best to distribute the test papers to students before class, understand the requirements of students for test paper evaluation, do a good job in questionnaire survey and statistical analysis of the survey, and master the first-hand information.
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.
Of course, "highlighting the key points" is not just talking about the key points. A class (topic) may involve a lot of content. Teachers should carefully prepare lessons according to the pre-class investigation, focus the main energy and time in class on the most prominent, important and wanted key contents of students' questions, help students solve doubts and doubts, and guide exploration.
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".
5. Subjectivity principle. "Subject participation" is the core element of modern teaching theory. Suhomlinski once said: "Deep down, there is always an inherent need to regard yourself as a discoverer, researcher and explorer. This demand is particularly important in the spiritual world of primary and secondary school students. The students' learning process is a special cognitive process, the main body of which is the students, and the teaching effect should be reflected in the students, which is the most effective only through the students' own operation and practice.
The survey found that "for a difficult problem, the most desirable form for students is for teachers to put the problem out and let them think independently or solve it through mutual discussion between classmates." Because it will be more impressive and not easy to forget. Therefore, students should play the main role in lectures and evaluations, and the role of teachers is to organize, guide and guide. It is necessary to design enlightening, exploratory and open questions for students to answer and rehearse, or to design small experiments to understand the meaning of questions for students to operate, to promote students' active thinking, exploration, bold assumptions and guesses, to concise their views and questions, to cultivate students' innovative consciousness and personality consciousness of daring to think, speak and do, and to make them truly masters of lectures and evaluations. Let students acquire knowledge, develop intelligence and cultivate ability in the activities of thinking, speaking and doing.
6, classification analysis principle.
Teachers should be good at guiding students to analyze and classify the physical scenes involved in the test paper, so that students can have a holistic sense of similar problems on the test paper. This will help students improve their summary. Specifically, it can be divided into three categories:
(1) Classification by knowledge point: It is to analyze and comment the questions on the same knowledge point in the test paper together. This classification can be carried out under the guidance of teachers, who can choose typical questions of key knowledge for analysis and evaluation.
(2) Classification according to problem-solving methods: that is, the questions in the test paper involving the same problem-solving methods and skills are grouped together for analysis.
(3) According to the types of mistakes in the answer sheet, it can be generally divided into: ① Incomplete or even wrong understanding of concepts and laws; (2) Misunderstanding of key words, words and sentences in the exam; ③ Negative transfer of mindset; (4) The model is not established properly; ⑤ Process analysis error; ⑥ mathematical operation errors and other types.
The above three classification methods can not be carried out in isolation from each other, but should be good at cross-infiltration.
7. Enlightening principle.
The evaluation teacher focuses on the analysis and guidance of problem-solving ideas, which can guide students to read keywords, words and sentences in the stem of the question and tap the hidden conditions in the stem of the question; Or guide students to recall the relevant knowledge involved in the topic and explore the connotation and extension of concepts and laws; Or explore the internal relationship between known factors and unknown factors in the problem, reproduce the correct model and form the correct reasoning. Let students have a clear understanding of the problems to be solved. Don't try to be all-inclusive and superficial. Instead, focus on key knowledge and important problem-solving methods, carefully question and inspire representative problems with typical mistakes, leaving students with the necessary thinking time and space to make them understand deeply and thoroughly.
8. The principle of openness.
Since Mao, a Japanese educator, put forward the "open problem" in the 1970s, the open teaching method has become a hot spot in teaching because it can give full play to students' autonomy and initiative, cultivate students' ability to analyze and solve problems, and cultivate students' innovative consciousness and ability.
The principle of openness, on the one hand, refers to the openness of classroom teaching form, changing "one-on-one" into "group one-on-one"; On the other hand, it also means that the design problems in classroom teaching should be open. In class evaluation, teachers should not explain the topics one by one in isolation, but should be good at grasping the essential characteristics of the problems through the superficial phenomena in the problems and giving open and divergent explanations. Generally speaking, divergent guidance can be given from three aspects: ① Divergent problem-solving ideas-"multiple solutions to one problem". (2) Divergence of scenes ── "One topic with multiple links". (3) Divergence of the problem-"One topic is changeable". To "one question is changeable", you can change the situation, known conditions, question types and so on. In the original problem, then re-analyze and solve it. For example, a static scene can become a dynamic scene; Or change the proposition conditions, or reverse the causal relationship in the topic ... and so on. This kind of training should be gradual, so that students at different levels can gain something.
9. Corrective compensation principle.
We must correct and compensate according to the feedback after the lecture, which is an extension of the lecture and a necessary link to ensure the teaching effect of the lecture and evaluation. Students can be asked to correct all the wrong questions on the test paper, collect the typical wrong questions (including wrong answers) in the "wrong question set", analyze the reasons for the wrong answers, and give the corresponding correct answers. Teachers should carefully design a targeted exercise in time according to the evaluation situation, which will be used as the correction and compensation exercise after the evaluation, so that the problems that are easy to make mistakes and confusion appear many times in the practice, so as to achieve the purpose of correction and consolidation.
It is worth noting that the above basic principles of teaching evaluation have their own emphases, but they are not isolated, but closely related and complementary.
Third, the common problems in the evaluation of test papers
1, delaying and not commenting in time. For example, after the exam, most students are anxious to know their grades, and their emotions are relatively high, and they are still impressed by the test questions and their own problem-solving ideas. Comments can get twice the result with half the effort at this time. Some teachers often haven't finished the examination paper for a long time, and the statistical analysis work is not timely after the exam. By the time of class evaluation, students have forgotten the test questions, and their emotions are slack. The effect of class evaluation can be imagined. Therefore, after each practice, the teacher must take the time to review, quickly count the data, do a good job in practice analysis, find out the students' psychology, comment in time and as soon as possible.
2. Inadequate preparation and casual comments. Some people think that it doesn't matter if the test paper is used to evaluate classes. They don't even regard exercise evaluation as a class type at all. They don't prepare before class, but they pick up exercises in class and talk aimlessly, casually and whenever they want, not to mention the students.
The preparation of lectures and the evaluation of test papers should start at the time of review. It is necessary to make a good record of students' answers and remember which exercises are answered well and which exercises lose more points; What is the loss of points due to knowledge and what is the loss of points due to skills; Which are common phenomena and which are individual phenomena; Wait a minute. Through statistical analysis, write a good test paper and comment on teaching plans, so as to be prepared and to the point when commenting.
3, the intensity is average, there is no focus. The difficulty of each problem in a set of exercises is inconsistent, and the number and degree of students' mistakes are definitely inconsistent. Comments on exercises are not focused and cover everything. Step by step from the first question, the last question is a thankless thing. Test papers should be graded in different classes. Generally speaking, it can be divided into three categories: the first category, exercises with no or few mistakes, usually without comments or point-to-point; In the second category, some students have mistakes in their exercises, so they should comment appropriately according to the specific situation; The third category is the exercises that most students will make, which are often confusing and comprehensive, and should be focused on.
4, do not pay attention to the process and method. The evaluation of exercises should give students correct answers, and pay more attention to the explanation of solving ideas, methods, steps and skills, so as to be conducive to the deepening and expansion of teaching in the future.
Generally speaking, we can strengthen the guidance of students' answering methods in comments from the following three aspects: first, guide students to learn to read, examine questions, understand the meaning of questions, and correctly grasp the direction of answering questions; Second, guide students to make clear the steps of answering questions, and pay attention to the order and standardization of answering questions; Third, guide students to answer questions quickly, and be able to answer them excitedly and flexibly when the exercises are difficult.
5, talk about independent evaluation, not pay attention to contact. The so-called independent evaluation means that when commenting on exercises, you just talk about this problem in isolation, as if it has nothing to do with other exercises and knowledge. Exercises are always designed according to the requirements of the syllabus and are closely and systematically linked with textbook knowledge. Independent speech and evaluation are often not conducive to students' comprehensive understanding and mastery. Therefore, when correcting exercises, we should pay attention to whether students can correctly use the basic concepts and laws in textbooks to answer questions; When commenting on exercises, each test question should be summarized into the knowledge system and analyzed and explained in close combination with textbooks. Let the students sit in the right position according to the knowledge and principles of the textbook, and find out the mistakes in the exercise and correct them in class. Such comments can leave a deep impression on students and urge them to systematically and firmly master and flexibly use textbook knowledge.
6, a single way, engage in "one size fits all". Some teachers like to sing a one-man show when evaluating classes, reading questions, analyzing and answering all by themselves. The exercises are the same, but the students are different. If it is an evaluation method from beginning to end, it seems that there is only one kind of students, then even if you speak carefully, it is difficult to ensure that all students can understand. So different students should have different methods. Before commenting on the exercises, we should carefully analyze and study the exercises and solicit the opinions of students at different levels in order to suit the remedy to the case; After the evaluation of exercises, we should reflect on our teaching methods and teaching contents, especially the exercises that focus on students' mistakes, reflect on whether there are any omissions or inadequate explanations, and take the initiative to understand students' reactions to the evaluation, so as to provide individual counseling and implement after-school remedial teaching.
7. Teachers dominate the classroom and lack students' participation. Generally speaking, the evaluation of test papers is mainly based on the analysis and explanation of teachers, but teachers should try their best to overcome the "one-word-for-all" that covers the whole world. Teachers should actively create conditions to build a stage for students to communicate, so as to give full play to students' main role. We should advocate independent, cooperative and inquiry learning methods, let students speak for themselves, give students the opportunity to express their thinking process, and increase the time for teachers, students and students to discuss problems; Allow students to make "anti-evaluation" on the "evaluation" of exercises.
For exercises with large span and strong comprehensiveness, which are difficult for ordinary students to complete, students can also be discussed first. On the basis of discussion, teachers can make comprehensive comments to form reference answers, which is conducive to fully mobilizing students' enthusiasm and agility and improving their ability to analyze and solve problems.
8. Criticism and sarcasm, lack of encouragement and praise. Some teachers turn examination paper lectures into students' critical lessons, blindly accusing students, and even cynicism, which leads to students' nervousness, slow thinking, inattention, and then disgust with examination paper lectures. In fact, the students answered the wrong questions, which not only reflected the problems of students' learning, but also reflected the problems of teachers' teaching. Teachers should analyze it from the perspectives of learning and teaching. Teachers should have a peaceful mind, analyze carefully and take the initiative as their own responsibility. Students who have made a little progress should be given appropriate praise when commenting, which can boost morale, improve the enthusiasm and initiative of learning and stimulate potential.