Third, English lesson preparation and homework check need to be written in detail and carefully, and the lesson plan can be completed in time according to the class schedule. Teachers' teaching design can reflect new ideas, standardized teaching plans, clear links and strong operability.
Below, the following article is reproduced for colleagues to think about and exchange: ————————————— The mental journey of a middle school teacher in assigning and correcting homework.
The breakthrough in the original way of correcting homework comes from a reflection: what is the effect and efficiency of our current way of correcting homework? Since the Chinese class can give a speech three minutes before class, can the math class follow suit? I looked at the mountains of homework on my desk and thought, I don't know how many teachers will face the homework that needs to be corrected every day with joy, especially the math teacher who has been doing it for more than ten years. I'm afraid there is some helplessness. Ask yourself, why should the teacher give the students homework? Is the assignment just out of the inertia of behavior or the conscience of educators? Why should the teacher correct the homework? Because the homework is there? This makes me work overtime every day to correct it. What's the effect? When I was seriously thinking about this problem, I couldn't help thinking. Do people often lack introspection consciousness and desire for things they are very familiar with? Let's talk about the purpose of homework first, so what is the purpose of homework assignment for teachers and students? Feedback students' mastery of what they have learned, so that teachers can take corresponding measures in time; It is to let students consolidate what they have learned and deepen their understanding and mastery; Is there any other purpose? What's more, students can draw inferences from others. Of course, it is best to use what they have learned to understand the world around us from a mathematical point of view. This is the so-called cultivation of students' mathematical literacy. However, can the original practice achieve these wishes well? It's hard! It is difficult for teachers to correct homework in time. Even if the homework can be corrected in time, how many students can pay attention to the homework handed out in time? Even if they notice the problems in their homework and make corresponding changes, it will take a few days to give back to the teacher. What if students make new mistakes while correcting their mistakes? It can be seen that the efficiency of this method is relatively low. It suddenly occurred to me that when I first stepped onto the podium, my business master once said with emotion when the teaching and research group was preparing lessons collectively: If anyone can change the link of assigning homework and correcting homework without affecting the effect, it will be a great thing for the math teacher ... I didn't think so at that time. Isn't this how math teachers have come over for so many years? It's hard for math teachers to correct their homework every day, but isn't this a matter of course? If there is any change, why not change it earlier? At first, I thought that the sense of responsibility was the only pillar for math teachers to keep correcting homework every day. But at this time, I think I should make some changes ... but where should I start? Think back on yourself, what is the most effective way to change your homework? Of course, correcting homework in front of students, because this feedback method is the most timely and accurate, but it is impossible to persist in this way for a long time. After all, every teacher has to face the homework of hundreds of children every day. Where is the breakthrough? This problem has been bothering me for a long time. Until one day, the class preparation bell rang. Although this class is not my math class, the habit of being a head teacher for many years has made me go to one side of the classroom to watch the students attend classes. This is a Chinese class. The children stared at the platform. A student stood on the platform and gave a speech three minutes before class. Speaking three minutes before Chinese class has always been the tradition of Chinese teaching in our school. After the students on the podium finished their speeches, the audience not only gave applause and encouragement, but also the students stood up and put forward their own views on the contents of the speeches ... In addition to the active atmosphere, the classroom seemed to be deeper. Suddenly, my heart moved. Since Chinese class can give a speech three minutes before class, why can't students spend a few minutes in math class to evaluate their homework before class? The above is a real psychological experience when I was assigning and correcting homework seven years ago, which is still fresh in my memory. I was so impressed because this experience changed the way I corrected my homework and then assigned it.
After years of practice, this method of correcting homework is easier to operate and implement, and easier to adhere to. The author gives this method a name, that is, five minutes before class, self-correcting homework method, which is to use five minutes before class to randomly select a number of students on the spot (the number depends on the number of homework on the previous day, and generally choose a few people for several questions. ) Tell your own thinking process, solving ideas and matters needing attention about this problem, and then other classmates will comment or provide other methods, and the teacher will supplement or evaluate the method of correcting homework. In addition, due to time constraints, for other students who cannot communicate in short classes, let them give their own methods on the message board in the classroom. Randomness is to ensure everyone's participation, generally through the random number selector I asked students to do. Five minutes is the time that normal math class can take out, so it will not have a negative impact on the teaching of the next class; Talking about the thinking process is to expose the students' thinking process, which not only allows teachers to grasp the students' mastery of what they have learned, but also allows students and other students to "know what it is and why". The idea of explaining the topic is a way to save time when time is tight, but it must be based on peer understanding. Matters needing attention not only allow students to have a process of reflection on their work, but also reflect peer assistance; The teacher makes a supplement or evaluation. Generally speaking, students' comments on standard questions may be very good, so teachers don't have to add after each student's speech. As for evaluation, words of encouragement are generally not very useful, so it is better to say less. If students can sublimate and expand what they say, it may be more helpful to students. Autonomy refers to taking students as the main body of evaluation work. Later, in the evaluation process, the author continued to guide and encourage students to tell the questioner's intention, which is a more harsh guidance and beneficial attempt for outstanding students.
The results of these years are reflected in the following aspects: timely feedback, through the five minutes before class, there will generally be no major problems in the homework handed in, so that the time spent by the teacher in the inspection will be greatly reduced, and the main energy of the teacher in the inspection will be concentrated in the following three aspects: First, help the remaining students who encounter difficulties in their homework and approve their homework face to face; The second is to encourage students with excellent homework performance. The third is to control students' thinking mode in time, from which we can understand students' mastery of knowledge and difficulties in learning, and give timely guidance. This practice is far more effective than the correction of routine homework. Students' ability to express and understand has been enhanced, and experienced math teachers understand that students' participation in lectures is two different levels. After a period of practice, students are less incoherent. There are more coherent explanations, and even many times I find that students speak better than teachers. It creates a platform for students to communicate, and provides every student with an equal opportunity to "speak" and a space to show themselves. The most important thing is to improve students' thinking quality, especially the cultivation of students' critical and flexible thinking quality, which has played a very good role. Students not only deepen their understanding of concepts, but also improve the breadth and depth of their knowledge to varying degrees. In just a few minutes every day, children have less shallow participation and more in-depth questions or opinions: "I suddenly understand why the teacher wants us to prove Inference 3: There is only one plane where two parallel lines intersect. He wants us to accurately grasp the connotation of a mathematical concept when facing it. Otherwise, we will take a detour. Just like the concept of parallel straight lines, we often ignore the premise that these two straight lines are on the same plane. Of course, the concept of mathematics is like this, and other concepts must be accurately grasped. " "After doing this homework, I finally understand what nature is! That is an unchangeable feature of some objects. " "This assignment gave me a new understanding of the formula and revealed the equivalent relationship between quantity and quantity. If I had understood this, my thinking would have been much smoother when I derived the cosine formula of the sum of two angles, and there was not only one method! " "When Wei just proved this inequality, he was not bound by the mindset like us. We all proved it by the mathematical induction we just learned, but he proved it directly by the scale method. The process is much simpler. I think Wei's flexible way of thinking inspired me. " "Fei's words to Wei just now are also from the heart. At the same time, I think that if xu teacher had assigned homework, he could assign another problem that mathematical induction could not solve, which would be more beneficial to everyone's ability to use knowledge flexibly. Whenever I look at my children's performance at this time, I really hope I can be a math teacher for a few more years. At the same time, their performance also prompted me to think about the next question.
On the basis of "five minutes before class", let students participate in the assignment. Just when they began to be complacent about their work, a voice in their hearts kept reminding themselves: "Don't forget that students need a self-aware teacher, because when a teacher starts to be complacent about his work, that is, when your work begins to have problems." (See my other article for details.
Undoubtedly, although the above practices can achieve various good results, in the process of assigning homework, teachers simply assign homework for students to complete, so that students can't choose the content of homework and can only passively accept tasks. At the same time, teachers can't know what students are paying attention to in time after learning relevant content. At the same time, the children's words in class also prompted me to make some improvements in the assignment. That is to say, let students participate in homework, which is very helpful for the cultivation of excellent students. At present, this practice needs to be improved. In 2003, after learning conic curve, I asked my students to assign an assignment related to it. The result surprised me: "Cut a ham sausage in two at an angle. What do you think the cross section is? " Please prove your conclusion. "This is obviously a question of inquiry learning! In the process of solving this problem, students also found the relationship between ellipse and circle, and thus wrote an article "Ellipse and Circle" in the form of a mathematical paper, which achieved good results in the national middle school students' mathematical paper competition organized by mathematical exchange. It not only strengthened my confidence in infiltrating research-based learning into subject teaching, but also strengthened my practice of dividing homework into routine homework (due every day), math weekly diary and math paper. (See my other article "My Research Learning" for details. At the end of 2005, the author attended the training in Guilin for more than a month, during which he made a bold attempt, that is, he did not ask someone to take the class for more than a month. But I will make a good study plan for this month and tell my students. At the same time, I will assign several students in each class to be responsible for the completion of the study plan, and let someone report to me by SMS or email every week. Since students have been performing homework and "five minutes before class", it is not surprising that students study independently without a teacher. After more than a month, there is no problem. Although I have been a little nervous for more than a month, I am still very grateful to the parents of more than 100 children for their trust, and I am also very grateful to Mr. Ye Mijian, the headmaster of Nanning No.2 Middle School in Guangxi, for his understanding and support.
In today's middle schools, it seems that there are not many refreshing achievements in the assignment and correction of homework, and homework is an indispensable part of mathematics teaching in China. What impressed me deeply was the "zero homework correction" proposed by Xiong Chuanwu, a scholar of East China Normal University (on zero homework correction for middle school teachers). The so-called "zero homework correction". That is, teachers return the right to correct homework to students and transfer their time to study the problems in students' homework and strengthen individual guidance. The basic links of implementing "zero homework correction" are: students' short training-correcting homework problems in class-teachers checking homework and recording problems-teachers and students implementing double tracking on learning problems. Mr. Xiong Chuanwu's research conclusion is: implementation. It can promote teachers' "qualitative" dedication; It can enrich the humanistic value and scientific value of middle school education. Specifically, it can achieve the following four effects: (1) reducing workload and improving teaching quality; (2) The relationship between teachers and students has improved, and students respect their teachers and are eager to learn; (3) It can relieve the anxiety of teachers and students; (d) Poor students generally make progress, while gifted students are better. According to the author's teaching experience, I personally think that to really implement "zero homework correction", teachers' classroom management ability is very demanding, especially the control of time is not very good. At the same time, it has not deviated from the mode of "teachers arrange, students finish". In the form of "long-period homework" used by Zhang Siming, a teacher attached to Peking University, Zhang Siming has done fruitful work in organizing students to carry out "research study", from which we can see the whole picture: "measurement problem (modeling and group activities)"; TV Tower Problem (Modeling and Exploration) "; "The problem of weighing grain piles (modeling, exploration and experiment)"; "Problems caused by chronology (exploration)"; "Properties of images and tangent functions (exploration); "Discovery in Calculator (Experiment and Discovery)"; "Discovery of origami (experiment and exploration)"; "Philippine Series Association (Independent Reading and Exploration)"; "How high is our East Teaching Building? "... for these assignments, he asked the students to fill in the" research report "first, and then organized the students to communicate during class. I admire Mr. Zhang's courage and confidence in taking out a large number of his own math classes to complete these tasks, which is beyond the ordinary people's ability.
Conclusion: When I was talking about letting students participate in homework and implementing the "five-minute homework independent evaluation method", a voice asked me: Is there the best way to arrange and correct homework? At the end of the article, readers may involuntarily have new worries about the author: when I repeatedly emphasize the way of assigning and correcting homework, will it dilute the essence of letting students finish homework? After all, as far as homework is concerned, the content is far more important than the operation method! Fortunately, I found that in an atmosphere full of doubt, openness and cooperation, my homework and correction methods complement the content of students' homework. Of course, the premise is that teachers need to have a deep understanding of the materials they teach and handle them properly. (For details, see my other article "How Far Can Mathematics Class Go-Simplicity of Textbooks and Cultivation of Students' Critical Thinking", which has been included in Mathematics Bulletin 2000. When I was talking about letting students participate in the assignment and implementing the "self-evaluation method of homework five minutes before class", a voice asked me: Is there the best way to assign and correct homework? I think this question alone is enough to calm me down from my excitement. A sentence on the back cover of the book Courage in Teaching by Parker J Palmer deeply touched me: excellent teaching cannot be simplified into technology, and excellent teaching comes from teachers' self-identification and self-improvement. To tell the truth, if possible, what I want to do most is to spend as much time as possible correcting homework in front of students, because this is my job.