Students' homework is the continuation and expansion of classroom teaching; Homework is an important means to feedback the teaching effect and cultivate students' ability. Homework plays a vital role in the whole teaching process: it can help students further consolidate and digest the new knowledge they have learned in class and improve their ability to solve practical problems by using what they have learned. At the same time, teachers can find their own teaching gains and losses from students' homework, so as to find out and fill in the gaps, revise and improve my personal teaching plan, and further guide teachers' teaching work in the future. However, in practical work, there are often many difficulties in correcting homework, and it is difficult to achieve the expected results. There are three main problems:

First, the workload is heavy and the homework is not corrected in time. Teachers clearly realize that homework correction and feedback play a very important role in practical teaching, because it is not only one of the teachers' work contents, but also an important way to understand their own teaching effects and improve teaching methods. However, because the workload of teachers is generally too high, especially in our rural primary and secondary schools, students are in the peak period and teachers' equipment can't keep up. Most teachers teach two courses at the same time. If the whole batch of students' homework is changed, then the period of correcting each homework is too long, and the feedback time is usually two or three days, usually four or five days, and the longest is one week. Problems in students' homework cannot be solved in time, the correct ones cannot be strengthened, and the wrong ones cannot be corrected in time. In fact, the information value of correcting homework has been lost, which has affected the teaching quality. Math teachers mostly adopt the method of "all batches and all changes, fine batches and fine changes", and find that students' homework is almost all-encompassing. For a long time, teachers have considered it their job to correct homework, and it has become a habit to correct homework carefully and write the date of correction. Teachers occasionally try to get students to correct their homework together. However, we find that this way of correcting is actually a "all-inclusive" way for teachers, and students have always been in a passive position. As a result, students lack the sense of responsibility and evaluation ability for the quality of homework, and students are prone to form a dependent thought: "Have I finished my homework anyway?" That's the teacher's business! " Over time, students are used to finishing their homework on time every day. Whether right or wrong, their enthusiasm for active thinking and self-reflection is suppressed. Since the new curriculum reform, we require students to learn to explore independently and reflect on themselves, and give full play to students' main role. This way of correcting is not conducive to students' independent development, and students should be more involved in the process of homework evaluation.

Second, the way of correcting homework is unscientific. Math teachers mostly adopt the method of "all batches and all changes, fine batches and fine changes", and find that students' homework is almost all-encompassing. For a long time, teachers have considered it their job to correct homework, and it has become a habit to correct homework carefully and write the date of correction. Teachers occasionally try to get students to correct their homework together. However, we find that this way of correcting is actually a "all-inclusive" way for teachers, and students have always been in a passive position. As a result, students lack the sense of responsibility and evaluation ability for the quality of homework, and students are prone to form a dependent thought: "Have I finished my homework anyway?" That's the teacher's business! " Over time, students are used to finishing their homework on time every day. Whether right or wrong, their enthusiasm for active thinking and self-reflection is suppressed. Since the new curriculum reform, we require students to learn to explore independently and reflect on themselves, and give full play to students' main role. This way of correcting is not conducive to students' independent development, and students should be more involved in the process of homework evaluation. Due to the heavy teaching burden of teachers, the so-called "all-batch and all-reform" is just a "scratch the surface". Simply marking right or wrong can't make a comprehensive analysis, and can't seriously comment or correct every student's homework. When the homework is handed out, students only see the right and wrong numbers, but they don't understand the reasons for the mistakes. This kind of feedback is too little, and the use value of homework is not great.

Third, homework exists in name only. Some teachers let students do some revised exercises and even copy examples in order to facilitate correction and cope with the superior inspection, and unilaterally pursue the "quality" of homework. For students, they just "carry" their knowledge. Instead, homework became a "burden", and its role was replaced by unit clearance, losing its due value.

Fourth, the evaluation method of homework lacks vitality. Homework evaluation is a form of feedback on students' learning, and its purpose is to promote students' all-round development. However, it is not difficult to find that teachers' methods of correcting homework and evaluating are relatively simple. Most of the symbols used by math teachers are nothing more than "√" for right and "×" for wrong. There are few other symbols, and the feedback of correction is only a grade or score. Students only know which questions are wrong from these symbols, but they can't know where they are 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. At the same time, we find that, in fact, in the eyes of students, simple symbol correction can not be ignored. For him, an "X" is a memory, which will greatly dampen his enthusiasm. The more "X", the more circles after modification, but the touch is always there. Students are the masters of homework. If the teacher teaches them the skills of operation, they can correct their homework by themselves. For example, taking the study group as a unit, the team leader completes the homework evaluation of the team members. The evaluation of homework can also involve parents. In short, teachers, students, parents and community stakeholders can be formed to realize multi-angle and multi-level evaluation. Of course, multi-member participation in evaluation cannot be a blind operation, and teachers will always be the main body of planning. Teachers should distinguish which can be released and which must be operated by themselves, so as to facilitate teaching feedback and adjust teaching strategies.

It is said that teachers are hardworking gardeners, and it seems reasonable to be tired of correcting homework. But from the perspective of students' development, teachers should make themselves an hardworking and efficient gardener with scientific methods. Before, we were all clamoring for children-to lighten their heavy schoolwork burden. In fact, our teacher also needs to reduce the burden and do subtraction in homework correction. This is not perfunctory and dereliction of duty, but encouraging students to develop good study habits. How to do subtraction? First of all, from the content of homework, teachers don't need to approve all homework. Some are purely student exercises, which can be proofread collectively and not approved, such as oral calculation and calculation, but they should be supervised by deskmates or groups and checked regularly to prevent some students from not doing problems. Secondly, from the form of correction, we should consider cultivating students' ability to correct themselves, such as mutual approval within the group, self-approval and self-correction, and the group leader is responsible for the approval. Third, in terms of grading, sometimes we don't have to approve every book. For example, we can approve pictures, select books, and even design some "no-approval" places to stimulate students' enthusiasm. Specifically, we think we can start from the following aspects:

First, face-to-face signing. When correcting homework face to face, on the one hand, teachers and students can communicate with each other: for example, teachers can simply ask students about this course, whether they are interested in this course, and what you need teachers to say. At the same time, you can also point out the mistakes and poor work in your homework, and use encouraging language to make students progress. This not only gives students room to explore and solve problems again, but also makes teachers know the root of students' mistakes. So I think the form of "face-to-face" homework is a good way and method to improve the "effectiveness" of homework correction.

On the other hand, teachers can discuss and argue with students about controversial issues in homework, and teachers and students can also express their different opinions democratically, no matter right or wrong, as long as students are justified, which will help cultivate students' innovative thinking ability. After face-to-face criticism, I pointed out the reasons for their mistakes, and then reminded them of the correct method according to his thinking. They revised the result and passed it again. This can increase students' sense of accomplishment and stimulate their learning motivation.

Second, use annotations skillfully. Clever use of comments in homework correction can make up for the shortcomings of previous homework correction forms. Comment is a way of correcting homework, which helps students to understand the advantages and disadvantages of their homework more clearly, and can also strengthen the communication between teachers and students, and promote the harmonious and unified progress of students in all aspects. This paper introduces comments into English homework correction, points out its shortcomings, affirms its achievements, mobilizes students' learning enthusiasm and achieves good results.

Third, the excellent homework display method. Zankov, a famous educator and psychologist in the Soviet Union, said: "Once teaching touches students' emotional and will fields and their spiritual needs, this teaching method can play a highly effective role. "(zankov, 1985) Although all kinds of teaching activities are mediated by transmitting cognitive information, they are always inseparable from people's inherent emotional factors. This is true in teaching, and I think it is also true for students to correct their homework. Students with strong learning motivation, strong will and bold practice spirit are more likely to overcome the difficulties encountered in their studies and achieve success. On the contrary, negative emotions (such as anxiety, fear, tension, anger or disgust) will affect the normal development of students' learning potential.

I will use this method when I arrange some students with difficulties to find some auxiliary materials outside class and need to create thinking. For example, when students study chapter menus, I set an assignment: let students observe the menu style of fast food restaurants or restaurants they often go to, and design a menu that they want to introduce to their classmates according to what they have learned. I also tell you that good homework will be shown to students for appreciation and will be rewarded. It turns out that most students are enthusiastic and the quality of their homework is much higher than I expected. When you show your excellent homework, you often see students watching and commenting before class, full of interest. Junior high school students, especially juniors, are eager to be recognized by teachers and peers. Once they have such spiritual motivation, they can get twice the result with half the effort in both study and other aspects.

Fourth, students recognize each other. Some homework can be corrected by students under the guidance of teachers. Mutual criticism, on the one hand, students can find mistakes in their classmates' homework through their own eyes, so as to deepen their impression of such topics and prevent themselves from making similar mistakes next time. You know, some mistakes are not necessarily taken to heart even if the teacher tells them hundreds of times. On the other hand, we should know that students have this "desire" to find faults with others. When they find other people's mistakes, they will be particularly happy and have a sense of accomplishment. This not only cultivates students' sensitivity to mistakes, but also strengthens students' love for this subject to some extent.

Fifth, selective correction. For some homework, teachers don't have to correct all of them, but they can choose some typical homework to correct. Because all the corrections that are not selected are time-consuming and involve teachers too much energy, which is not conducive to teachers' attention to students' typical mistakes. Therefore, teachers can choose different levels of students' homework to correct, and sort out and analyze their problems, so as to make comments in the next class and help students further master and consolidate.

In short, if students have the desire to finish their homework actively, the efficiency of homework completion will be high; Teachers use various methods to improve the effectiveness of correcting homework. It is necessary to correct homework. Homework correction can reflect students' learning situation in time, reflect the crux of teaching, check and evaluate students' homework situation, and also check and evaluate students' classroom learning situation. Teachers can get feedback information by correcting homework, diagnose the effect of classroom teaching, understand students' situation, adjust and control the problems of "quantity" and "degree" in homework arrangement in time, solve students' problems at any time, and lay a good foundation for subsequent teaching work.

(1) Give full play to the leading role of teachers, so that teachers' deep affection can be reflected in homework correction.

Suhomlinski once said: Education for students is all the time. Homework is not only a way for teachers to know about students' learning, but also an important means of students' education and an important link to convey the feelings between teachers and students.

1. Excitation correction

Learning is a complex cognitive and practical activity. It is undeniable that there are always several underachievers in each class, and one of the manifestations of underachievers is the low quality of their homework. It won't happen overnight for them to change the status quo and make great progress. It should be said that there are many factors that cause some students' low level of homework, so can teachers take correcting homework as an important way to make a difference? Therefore, when correcting homework, we can try to adopt the correcting strategy of combining objective evaluation with encouraging progress. When students make progress in some aspects of their homework through hard work, or when they can finish their homework as usual without flinching in the face of special difficulties, they can lose no time to improve their evaluation level and encourage them to experience the joy of overcoming difficulties and achieving success, thus improving their enthusiasm for completing their homework.

3. Amendment by negotiation

In homework, there are often some situations that make teachers puzzled. For example, a student with poor knowledge base and low intelligence level usually does his homework carelessly, but sometimes he does it well. Has he made remarkable progress or has he done false homework? A classmate who has always had a high level of homework sometimes has poor grades, which is probably caused by special circumstances. Another example is that some students solve problems very simply and the results are correct. Is this a coincidence of results or a novel and unique solution? In order to correct homework realistically, without hurting students' self-esteem and enthusiasm for homework, and at the same time preventing the phenomenon of copying homework, we adopt the strategy of delaying correction, know the specific situation face to face, and discuss correction with them. In this process, we can often find out intentionally, either the ideological problems of students or the innovative ideas of students to solve problems. Teachers can adopt corresponding strategies according to the specific situation, praise students' creative problem-solving methods, and let them introduce ideas or methods in class, thus encouraging everyone to explore ideas and be realistic and innovative in their homework.