How to improve the correct rate of primary school math homework, we must first collect and analyze the reasons for wrong questions.
1, students' attitude towards completing math homework is not correct.
According to my observation and analysis, today's primary school students often finish their homework because of external factors (teachers' requirements), so they should finish it quickly, so they only pursue the speed of homework, regardless of the right or wrong of homework. Simple, wrong; Slightly embarrassed, at a loss. For example, there is a particularly simple topic in the exercises in the first volume of the sixth grade, but all the students did badly.
Description: Write it as the ratio of pear to apple.
Description: Write it as the ratio of pear to apple.
Description: Write it as the proportion of apples in the total amount of two kinds of fruits.
Description: Write down the ratio of the total amount of two fruits to pears.
Whether the attitude of completing homework is serious or not directly determines the right or wrong of the topic.
2、? Mathematical concepts, rules and formulas are not thoroughly understood;
Mathematical concepts, rules and formulas are the basis for students to solve problems, and some knowledge students can't grasp firmly. Just like the volume solution of a cone, students have lost one-third from the beginning of reasoning formula to the final examination. For another example, when I first learned fractional multiplication in the first volume of the sixth grade, many students calculated it with the result of ×4.
3. Lack of analytical observation ability;
If two objective things are similar or slightly different, pupils are prone to make mistakes, such as a verbal arithmetic problem in the sixth grade review stage? ×4÷? ×4, quite a few students got 1.
4. Students are narrow-minded, single-minded and lack of reasoning ability.
Exercises such as the proportion of the second volume of the sixth grade: if? X=y, so what is the ratio of X and Y? It is easier for students to reason out.
Y÷x= (certain), so it is proportional. Change the question x =y, and the students are dumbfounded. The reason is that students' ability of understanding, analysis and reasoning needs to be improved.
Students are lazy to answer every question with methods.
Through investigation, many students think that filling in the blanks, choosing and judging are written directly, and they don't need to care about the process of solving problems, which is a big mistake. The sixth grade mathematics knowledge is more difficult, and few questions can show the results. Everyone needs to analyze, think and write the calculation process regularly to ensure the correct answer. For example, the following question was wrong at first, but it was correct because it wrote a complete process when correcting the mistake.
Wrong math questions are inevitable in the process of math learning. Faced with these problems, our math teachers should seriously reflect, study and summarize. After exploration, I summed up the following methods to reduce or avoid students' mistakes and improve the accuracy of students' math homework.
1. After the first math class in two classes of grade six, I told my classmates not to take math homework as a psychological burden. Let the students put down their burdens psychologically first, and then make clear their daily math tasks: (1) Listen carefully in class to improve learning efficiency; (2) Finish the math homework quickly and seriously; (3) Correct the wrong questions in the right way. Students know their daily math tasks clearly and have a goal of learning math. If they study math easily, they will not hate math and naturally take math homework seriously.
2、? Give students more guidance in the completion of math homework. Grade six students have certain thinking ability, so I suggest that students write down the methods of solving each problem. In this way, the teacher can clearly see which students have any questions in the answers to which questions when correcting. Especially when correcting the wrong questions, we must use the right method to correct them, otherwise it is meaningless to correct them. This requirement greatly puts an end to students' behavior of correcting mistakes, and also helps to improve students' thinking.
3、? Pay attention to the diversity of methods in explaining wrong questions. You can talk at the same table, a single student can talk to the whole class, the teacher can explain, and the students can talk to themselves. This way not only cultivates students' habit of "speaking mathematics", but also improves their thinking ability.
4、? Set up proofreading for wrong questions. Because students' abilities are uneven, at present, 90% of the students in my two classes have corrected the wrong books, and the contents corrected every day are the wrong questions in the previous day's homework. When I ask for correction, I will analyze the cause of the error. The effect is really good, for example, in the sixth grade review questions, the set diagram is used to represent the common factor of two numbers. After the first time, I counted that about 15 students in a class filled in the wrong questions. After sorting out the wrong questions, only three students filled in the wrong ones the second time. Students also feel the importance of sorting out the wrong questions.
5 ? Establish a humanized reward mechanism. In order to improve the accuracy of students' homework and their enthusiasm for learning mathematics, I established a mathematical integral system in my class. Homework is written quickly and accurately in two points; The homework of the day is all right, accumulating two points; The product of various writing methods. Such measures greatly stimulate students' enthusiasm for learning mathematics, and invisibly improve the correct rate of students' homework.
6、? Teachers' classroom teaching should be forward-looking and consciously cultivate and train students' computing skills. In the sixth grade, the calculation of circle, cylinder and cone is very heavy. In order to improve students' calculation accuracy, I instruct students to memorize the results from 2∏ to 9∏ and instruct them to calculate 1 14∏. In practical operation, 100 ∏+65438+ can be used. The guidance of these calculation skills greatly reduces the calculation difficulty, and the calculation accuracy will naturally be higher.
In short, in teaching practice, we should treat students' wrong questions correctly, make them become the carrier of students' continuous progress, and strengthen students' mathematical knowledge by correcting them one by one. In the face of students' wrong questions, what we should do is by no means to reprimand and dig at students, but to teach students how to correct their mistakes and reduce the occurrence of wrong questions. Comprehend methods, master knowledge, expand thinking and develop personality in error correction.