1 Problems in the traditional method of correcting math homework
At present, the method of correcting math homework in junior high school mostly adopts "batch by batch". After preliminary investigation and study, it is found that this method has the following defects:
Teachers spend too much time correcting homework.
Junior high school math homework is available every day, students do it every day and teachers change it every day. According to each math teacher, teach two classes with 50 students in each class, and correct 100 homework each time; If you leave five questions at a time and change 500 questions at a time, and each assignment takes an average of 2 minutes, it will take more than 3 hours. In addition, it is not easy to change, but it takes a lot of time to change. Plus the daily work assigned by the school, preparing lessons, attending classes, and taking unit quizzes at ordinary times ... teachers are too busy.
1.2 Students are completely passive.
The purpose of mathematics education is to develop students' intelligence, cultivate students' ability and make students the masters of learning. However, the traditional way of correcting homework generally ignores the evaluation of students. Teachers often use simple symbols like "√" and "×" to save time. Students can only know which question is wrong through these symbols, but they don't know where it is wrong. It takes a lot of time to correct them, and sometimes the teacher has to explain these problems again. Homework is a boring task for both students and teachers. Therefore, students' autonomous learning is impossible.
1.3 Students' learning tasks are heavy and stressful. Homework is only a task, and the information obtained by both teachers and students is very distorted.
Students do homework and teachers correct homework, which is a continuation of classroom teaching and an important channel for both teachers and students to obtain information. However, we often find that some students' homework is very good, but their exam results are not ideal. The reason is that some students copied their homework to cope with the teacher's correction, and the teacher was cheated. Secondly, apart from other things, the workload of Chinese, mathematics and English is relatively heavy, not to mention what tasks to be completed in the next class and what activities to be carried out recently, so it is no wonder that students' homework is sometimes just to cope with, not to mention quality at all.
To sum up, it is not difficult to see. The "batch-by-batch revision" of homework is very hard for teachers and has many negative effects. Therefore, optimizing the way of correcting math homework should be given due attention.
2 Several attempts to optimize the way of correcting homework
2. 1 Use the expected comments to help students build their learning confidence.
Some people say that a teacher's language is like a key, which can open the window of students' hearts. We should give more incentives to students, even if we treat students' mistakes, we should treat them with development vision, encouragement and expectation. For example, although some students' homework is not perfect in accuracy and handwriting, they have made great efforts and really made progress than their previous homework. We might as well write like this: "Today's homework is more attentive than before, and the teacher believes that tomorrow will be better!" " "The teacher can see your progress every day!" "You have been able to solve this problem, and the teacher is happy for you!" Some students have novel solutions and different ways of thinking. For these amazing works, we should write with appreciation and encouragement, such as: "Your solution is really novel, you are really a smart boy." "You can always surprise the teacher." "You are really a doctor in my class." ..... Seeing these words, the students will stir up waves in their hearts, as if they saw the teachers' expectant eyes, encouraged them to finish their homework seriously, and brought us more surprises. In view of the mistakes in students' homework or the places that teachers think are inappropriate, teachers should not simply tick "x", but should analyze the reasons, clearly point out the inappropriate places and reasons in the comments, and then point out how to correct them. If sometimes students' homework is scrawled or made mistakes due to negligence, they can write: "Try harder, and you will be better!" " ""If you are half-hearted, you can't do anything well. Only with one heart and one mind can you become a successful person. ""it's a little careless, but I'm sure you will actively correct it, right? " "Move away and be careful!" "Your handwriting is very beautiful. If the accuracy can be improved, so much the better! " "Say goodbye to carelessness and make careful friends! "These advisory persuasion students are willing to accept.
2.2 diversified forms of correction
Correcting homework carefully can make both teachers and students receive correct information in time and speed up information feedback. Only with the cooperation of teachers and students can students really achieve the purpose of assigning homework and correcting homework. The following forms are worth a try:
Correct homework in class. After taking a new class, you can finish simple homework in class and correct it in class by means of competition and group competition. This can not only improve students' enthusiasm and speed in completing their homework, but also exercise their reaction ability, enhance their sense of competition and form a positive attitude towards life.
The teacher criticized it in person. For the important and difficult exercises in teaching, everyone should pass the exam, face to face with the students after class, change one question, point out their mistakes in time, let the students know the reasons for the mistakes and ask them to correct them immediately without delay.
The group corrects the homework. Students of different levels can be divided into groups of four or five. In some exercises in class, the teacher only needs to check one person in each group and point out his mistakes. Then he will correct the exercises of the other three people and supervise and help them correct them. For extracurricular homework, such as exercises in class, relatively simple homework, definitions that need to be memorized, knowledge that needs to be consolidated, etc. The team leader can also be directly responsible for urging the team members to complete. The group leader should make relevant inspection records, and the teacher should conduct spot checks on the homework corrected by the group to understand the completion and correction of the homework.
Self-modification and mutual modification. For some relatively simple exercises, students can take turns to report the answers, and everyone can correct them together or at the same table or at the front and back tables. Ask questions immediately, and the teacher will explain them immediately; Or discuss and revise after class, and report the problems that cannot be solved to the teacher. In this way, every student has a strong sense of responsibility, in a sense, more detailed than the teacher's correction. Students' carelessness and lack of self-examination habits in their studies will be gradually overcome by using self-correction methods frequently.
The above simple forms of homework correction make teachers turn the leading role into directors, make students turn passive into initiative, improve students' interest in learning and give full play to the enthusiasm of both teaching and learning.
2.3 Diversity of marking symbols
For a long time, math teachers are used to correcting homework with "√" and "×" symbols.
Industry, this is not enough. These two symbols have played a certain role in evaluating students' academic performance, judging whether solving problems is right or wrong, and comparing learning differences, but they are boring, lack of motivation, and the evaluation results are one-sided, which cannot comprehensively evaluate a student's basic quality and learning potential. To this end, the symbols for correcting homework are diversified. For example, "☆" is used to affirm that students are novel and original in solving a certain problem and do it perfectly; Using "△" to express the correctness of students' thinking of solving problems, but there are still some minor problems in written expression or calculation, so as to arouse students' enthusiasm and encourage them to think further; Use "..." to point out what students don't understand in reading questions; Add "?" To show the students' calculation mistakes, rather than using a big "X" to completely deny them. Only in this way can we encourage students to answer difficult questions bravely, improve their learning enthusiasm and enhance the indication of correcting homework to mistakes.
Assigning and correcting homework is not only an important part of teaching, but also an important window for teachers and students to obtain information. Only by carefully designing homework and carefully correcting homework in various ways can we arouse students' learning enthusiasm, speed up the feedback of information and truly consolidate the teaching effect. Teachers should pay enough attention to homework correction, understand the role of homework correction, make a comprehensive and objective evaluation of students' learning attitude, will to overcome difficulties and creativity in solving problems, promote them to actively acquire knowledge, and fully develop both intellectual and non-intellectual factors.