Students don't correct mistakes in their homework, or they make mistakes indiscriminately, which makes our math teacher have a headache. Although Mr. Chen is a primary school math teacher, his strategy and method of "improving the effectiveness of homework correction" are completely worth learning and emulating. Correcting homework is an important link in the teaching process, and its completion is directly related to students' mastery of knowledge, which is of great significance to strengthening teaching effect, further improving teaching quality and promoting teaching reform. At present, in the implementation of the new curriculum, from the perspective of students' math homework, on the one hand, the content of homework is more flexible, the forms are more diverse, and the exercises are more comprehensive and open. On the other hand, students make more mistakes in their homework, which is followed by more homework that students revise every day. Looking closely at the current revision of students' math homework, the phenomena of "revision for the sake of revision", "revision in time" and "repeated revision" are widespread. In teaching, we often find that a student has done exercises in his usual practice, and the teacher has also commented on them after correcting them, and the students who made mistakes have also corrected them. However, when similar exercises appear again, many students will still make exactly the same mistakes as the first exercise. There are many reasons, and it is also related to the poor review effect of students' homework. 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? Current situation and analysis 1, direct normalization; When students revise, don't they always find mistakes in the original works first? Why did you do something wrong? Instead, do the original problem as a "new problem" again. 2. Repeated formalization; Some students just want to correct it quickly, not correctly. When they get the notebook, they will revise it in a hurry and hand it in. Usually, they will correct it again and again, at least for the third or fourth time. 3. opportunistic; When some students revise judgment questions and multiple-choice questions, they only correct them by reasoning according to the teacher's correction results. If the original judgments are correct, they will be corrected as "mistakes". Originally wrong, now it is revised as "right"; Choosing "A" is wrong. Now choose another one from other unselected options. 4. Bad motivation; In order to complete the review task, some students correct it by asking students answers or copying other people's homework. I think the main reasons for these phenomena are: 1, students' lack of understanding of the role of homework correction, 2, students' lack of reflection on homework correction; Many students only pay attention to the results of review and despise the process of review, and few students can actively reflect and analyze the review work. 3. Some students have bad study habits. 4. Students' attitude towards review is also related to the importance teachers attach to review. If the teacher checks the revision of homework strictly, the students will correct it quickly and seriously. On the contrary, teachers don't pay much attention to the revision of homework, and some students are not serious or procrastinating about it. Third, some countermeasures: combine leniency with severity, 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 answers, without taking into account that the intermediate process is obviously "treating the symptoms rather than the root cause", which simply fails to achieve the correction effect of "treating 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 it 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 can independently modify all wrong questions and give priority to self-reflection. Secondary school students can choose to combine the wrong questions in the basic questions of students with learning difficulties to expand the questions, self-reflection, support and release peer-to-peer revision, and seek while approving, giving priority to revision. 2. Put forward different review skills for different topics; In order to prevent students from "opportunistic" in review. Teachers should take the initiative and put forward different review requirements for different types of exercises. (1) True or false, multiple-choice questions: write the reason when modifying; (2) Calculation problem: first find out where you are wrong. Circle or mark your mistakes? (3) Solution: Revise on the basis of understanding, and sometimes ask students to write or say the meaning of each step. 3. Give different guidance to different mistakes. In order to improve the effectiveness of review, teachers should make necessary comments on some topics before review, but the ways of comments should be different. For example, make collective comments on the wrong questions in the homework. Generally speaking, individual comments are made on the wrong personality problems in the homework. Fourth, some ideas 1, about the concern about the revision of math homework. As teachers, we must improve the effectiveness of classroom teaching, effectively improve the quality of students' homework and reduce some invalid corrections. 2. Correction of homework modification. Must I go to the teacher to correct my homework? How to play the role of some outstanding students? 3. Students' homework mistakes should be analyzed and classified, especially "* * *" mistakes, and the reasons should be found from their own teaching methods and countermeasures should be studied.