Grasp the questions correctly and guide students to analyze the test papers independently.
To cultivate students' ability to evaluate papers independently, we should first let students form the habit of understanding problems by themselves and analyzing problems with Dont Ask For Help. Therefore, after the test paper is distributed, teachers should not be eager to analyze the test situation and comment on the test paper content, but should guide students to evaluate their own test papers, find problems and try to solve them themselves.
The score of students' papers is not simply determined by their cognitive level. In the process of examination, there are many factors that will affect students' final grades more or less. Therefore, teachers should first help students to sort out these problems scientifically and efficiently. In teaching, students are generally required to divide the factors that affect their grades into two categories-subjective consciousness factors and objective irresistible factors. Subjective factors generally include: errors in examination, misreading conditions, misreading formulas, operational errors, careless omissions, etc. Objective factors mainly refer to the mistakes in knowledge application caused by students' misunderstanding of knowledge points, which are generally direct and inevitable and do not change with the transfer of subjective will. It must be specifically mentioned here. Objective factors also include students getting answers by luck. In this case, although the test scores are not affected, the teacher should remind the students to tidy up.
When summing up and sorting out problems, some students can easily find and classify some mistakes. And some students can't find the reason for the mistake at the moment. The author will guide the students to find the problem by drawing a mind map. For example, if a student makes a mistake in the application of calculation and still can't figure it out after recalculation several times, then the author will let him draw a mind map with the answer as a clue and push it back step by step. Step by step to verify the operation, formula, formula ... Finally, the student found that the reason for the mistake was the misunderstanding of the conditional sentence, which caused a series of mistakes later. By drawing mind maps, students can find most mistakes caused by subjective factors and solve them. And the rest of the mistakes caused by objective factors, students can not solve independently, at this time, we will carry out the second link of students' independent marking.
Starting and ending * * *, the steering group helps each other to optimize the problem.
As the saying goes, "Two heads are better than one", students inspire each other, and there are always surprises. Therefore, after students complete the first link-independent analysis of test papers, teachers should guide students to divide into groups and sum up the problems that they can't solve in the form of groups and discuss them together. Because different students have different ways of solving problems, they have a deeper understanding of knowledge. Teachers should be good at stimulating the advantages of group discussion, pay attention to guiding students to think about the same problem in an all-round and multi-level way through collective strength, analyze the problem from the surface to the inside as much as possible, and advocate compromise and divergent problem solving. In order to fully induce students to participate in group discussions, the author mainly uses "building blocks" and "question cards" as carriers.
The so-called "building blocks" is actually not difficult to understand. Each of our math problems is constructed by various knowledge points according to different ideas, just like building blocks. In group discussion, students are part of it. Maybe they can't fold the desired shape by themselves, but if everyone works together, the problem can be solved naturally. The author usually asks them to take a piece of paper, draw a roof on it and fill in the answers. Then the students cooperate with each other, and every time they come up with the steps to solve the problem, they are perfect building blocks and fall under the eaves. Everyone comes and goes, and the building blocks pile up more and more. When the problem is finally solved, the house will be completed. The method of "building blocks" is actually a more interesting form, which inspires students to solve problems together and the effect is quite good.
At the same time, the author will send each group a card, that is, a "question card". There are two columns on the card: "new ideas" and "old problems". "New ideas" are used to record the new problem-solving ideas obtained by each group through brainstorming, and "old problems" are used to facilitate students to supplement their unsolved problems. Through the form of "question card", the results of students' group discussion can be better summarized.
Through this form of group discussion, students have a more intuitive and profound understanding of the application of knowledge, and some less difficult problems will be digested and solved. Finally, we will solve several remaining problems through the third link.
Ask and answer questions, and teachers and students participate in solving difficult problems.
After the students finish the group discussion, teachers should summarize and classify the problems handed in by each group, and teachers should analyze and explain the problems existing in most groups in a unified way; For questions that only exist in a few groups, the teacher should not comment, but let other group members go to the podium to mark papers, say questions and answer questions. In the process of marking papers, teachers should guide students to clearly introduce the knowledge base and thoroughly analyze the overall thinking in the process of speaking questions. For example, this topic: as shown in figure 1, p is a point in the square, AP=PD, ∠ PCD = 30.
Figure 1
Students should first make clear the knowledge points used in this question: ① the "corner edge" of triangle congruence determination method; ② The two base angles of isosceles triangle are equal; ③ The sides of a square are equal, and each inner angle is 90; ④ An isosceles triangle with a base angle of 60 is a regular triangle; Then the clear idea to solve the problem is: from AP=PD to ∠PAD=∠PDA, to ∠PAB=∠PDC, from AP=PD and AB=DC, to △ APB △ DCP, so PB=PC. And from ∠ DCP =
This form of answering questions can help students clear their minds and revise the framework of knowledge structure. In the process of answering questions, students have a deeper understanding of the whole problem, which not only straightened out the problem-solving ideas, but also optimized the problem-solving methods and saved teaching time. Moreover, through the form of lecture, teachers can better understand students' thinking patterns and habits and serve the future teaching work.
In a word, junior high school math students' self-evaluation test paper is a teaching method with great practical significance under the new situation, which deserves our long-term persistence. However, due to the long-term teaching process, students have formed psychological dependence on the teacher's marking. In the initial stage of developing students' self-evaluation of test papers, students may encounter situations that they are unwilling to take the initiative to think, the degree of cooperation is not high, and the actual effect is not good. In this case, teachers should strengthen guidance and actively use various means to ensure the smooth and effective development of students' self-evaluation of test papers.