Correcting homework is an important way to feedback the learning effect, and it is also a necessary means to prevent and correct the accumulation of students' "learning mistakes". How to improve the effectiveness of students' math homework review? Combining with her own mathematics teaching practice, Teacher Chen starts with analyzing students' inefficient and ineffective correction and its reasons, and explores strategies to improve the effectiveness of students' mathematics homework correction. A combine leniency with severity to guide students to correct homework in time 1, and guide students to treat correction with a "serious attitude". In teaching, we should guide students to regard review as a "homework" and establish the idea that "review is more important than homework". In order to avoid the phenomenon that students copy homework in order not to correct it, on the one hand, students should be relieved of psychological pressure and understand that it is very normal to make mistakes in homework. On the other hand, let students understand the function of revision, and let students pay more attention to the reasons behind the mistakes while paying attention to the revision results. And we can try our best to understand and improve what we don't understand, understand and be careless. 2. Strictly abide by the law and guide students to complete the revision with "positive actions". Practice has proved that if students do not deal with teachers' feedback in time, the wrong information will stay in their minds for a long time, and the wrong knowledge will inhibit their future study, and the possibility of negative transfer will increase, thus affecting their academic performance. In order to encourage students to form the habit of correcting in time, Mr. Chen implemented the "homework correction tracking system" in the class, and urged those students with poor study habits to correct in time in a one-on-one and one-on-one way. In addition, in order to motivate students to revise their homework, a "timely revision evaluation preferential system" was introduced, that is, as long as students complete the revision within the specified time, their homework can still be "excellent". 3, the supervisor has a network, * * * to correct the bad habits of students' homework correction. The formation of students' good habits can't be achieved overnight, and an effective education supervision network needs to be formed by schools, families and teachers. For example, in teaching, I can find problems in time, correct the bad habits of students' homework correction, and urge students to develop good homework correction habits through various channels such as face-to-face tutoring by teachers, mutual help by classmates, and contact between home and school. (2) Teaching students to correct their homework scientifically only by correcting the answers, without considering that the intermediate process is obviously "treating the symptoms but not the root cause", which simply fails to achieve the effect of correcting both the symptoms and the root causes, and is extremely harmful to future study. Review is not a simple process of correcting mistakes. Teaching practice shows that students can only get twice the result with half the effort if they take each homework revision as an opportunity to test and reflect on their own learning and adjust their learning behavior according to the actual situation. Therefore, as teachers, we should give full play to our leading role, teach them rules and guide students to correct their homework scientifically. From the whole review process, grasp the main line of "reflection" and guide students to take "three small steps" and "three big steps" in review. 1, "three small steps"-from the correction process of each wrong question. The first step: think twice before you act; In other words, to guide students to see mistakes, we must first ask why. Think about it: What's wrong with you? Why did you do something wrong? Step 2: "concentrate" when reviewing; After discovering the reasons for your mistakes, seriously correct them and remind yourself to avoid making "old mistakes" while correcting them. The third step: after the revision, we should "catch up"; Doesn't mean I finished the task after I revised it. We should guide students to have a look, compare and think about the difference between the revised answer and the original answer. Is that correct? 2, "big three steps"-from a stage of modification. The first step: sorting out the wrong questions; On the one hand, guide students to review their homework in stages and sort out some exercises that are easy to make mistakes. On the other hand, teachers collect, sort out and analyze typical wrong questions, universal wrong questions and questions that students are prone to make mistakes. In teaching, students and themselves are required to regularly extract some frequently-occurring wrong questions from the wrong question warning card. Step 2: Practice again; Re-practice is not a simple mechanical repetition. In practice, there are not only original questions, but also some variant questions in the "wrong question file". Step 3: Revise it again; Guide students to reflect and revise again. In this way, a correction system of "practice-reflection-correction-practice-reflection-correction" is formed, which continuously improves the effectiveness of students' homework correction and makes students move from "mistakes" to "correctness". In short, in the process of revision, we must put "reflection" into the "trilogy" of students' homework revision, so that students can reflect in practice, revise in reflection and improve in revision. (3) Guide students to revise homework 1 happily, and put forward different requirements for students of different levels. At present, in correcting math homework, we should pay attention to the differences among students, and put forward different correction requirements for students with different learning foundations from the aspects of correcting content, correcting forms and correcting methods. Teacher Chen implements the "three-thirds system" homework revision requirements in the class. (See the table below) Object modification content modification form modification method Excellent students independently modify all wrong questions, focusing on self-reflection. Secondary school students can choose to modify the basic questions of students with learning difficulties, such as expanding questions, self-reflection, help and help of wrong questions, helping while asking, and peer assistance with priority revision.