Different types of questions have different evaluation methods, and each question has different problems and evaluation methods. Different methods will definitely have different teaching effects. The individual differences of students will inevitably lead to different reasons for errors, and the evaluation methods should also be different. For the mistakes caused by arithmetic, it is advisable to combine lectures and discussions to help students understand arithmetic and clear their minds, and then correct them by training exercise groups. The improvement of the ability to examine questions and the cultivation of good habits depend on the teacher's consistent strict requirements and long-term training, and it is difficult to be effective only by explaining one or two classes; To improve the accuracy of students' calculation, on the premise of clear calculation, they mainly rely on certain exercises to form skills. Therefore, on the basis of fully showing students' mistakes in solving problems, the paper evaluation should guide students to find out the reasons for the mistakes; Then help students to clear up the thinking of solving problems and find out the problems that should be paid attention to in the process of solving problems; Then, carefully select the training question group and carry out marking exercises so that students can master knowledge and skills. First, focus on the key points and be targeted. Whether it is a unit exercise or a comprehensive test, the test paper must cover most of the knowledge points within the scope of the test. Different knowledge points have different difficulties and different positions in the teaching materials; Different types of questions, different levels of ability, have different emphasis on students' ability requirements; The analysis difficulty of different test questions is different, and the problems existing in students are bound to be different. Therefore, teachers should not and need not use their own strength equally, let alone allocate their time equally. Personality questions should be answered individually in class or after class (students can also be organized to discuss with each other), common problems and problems with appropriate difficulty should be evaluated in class, and common problems but difficult problems should be explained to a few students with good degree. Those questions that involve heavy and difficult knowledge and require high ability need to be explained, and those questions with high student error rate need to "prescribe the right medicine" for the wrong reasons. Second, the extension of the problem, the purpose of mathematics test paper evaluation is not only to give the correct answers to the test questions, but also to inspire students' thinking everywhere through the evaluation of typical test questions, so that students can not only correct their mistakes, but also train their thinking. The same knowledge point should be analyzed in multiple levels and directions, and the learned knowledge should be summarized, refined and sublimated. At the same time, on the basis of mastering conventional ideas and solutions, guide and inspire students to solve new ideas, explore ingenious solutions, fast solutions and multiple solutions to a problem, and let students learn to think. In view of the typical test questions with large flexibility and analysis space in the test paper, we should further "play by borrowing questions" to stimulate students' divergent thinking, broaden their thinking horizons, advocate multiple solutions to one question in marking, and advocate multi-angle thinking and analysis of problems. Appropriate extension of questions is helpful to cultivate students' divergent thinking ability, thus promoting the improvement of their innovative quality. The author's methods in the evaluation of typical test questions are as follows: 1. Multiple solutions to one problem (cultivating students' multi-directional thinking); 2. Multiple solutions to one problem (introducing the general methods for students to solve similar problems); 3. One topic is changeable (variant teaching); 4. Conclusion popularization (knowledge expansion), etc. Third, pay attention to the thinking process and implement problem-solving methods. Mathematics course is a very logical subject, and it is a subject that asks questions to the end. Infiltrating scientific methods and cultivating thinking ability are important tasks throughout the whole process of mathematics teaching. Examination paper evaluation is to develop students' thinking ability, improve students' ability to analyze and solve problems, and strengthen students' awareness of problem reduction. Therefore, the paper evaluation should dilute the unimportant general calculus, highlight the mathematical method, pay attention to the thinking process, and integrate the mathematical thinking method into the specific paper. Typical mistakes with * * * in the exam, find out the "disease" and "source" through evaluation and conversation, and improve students' discrimination ability. In the comments, students are not only affirmed by their conventional solutions, but are guided to think from multiple angles and encouraged to be "unique". Teachers should show students some solutions to one problem or some creative methods used by students, or ask relevant students to come to the stage to introduce the methods and ideas of solving problems, so that all students can improve their problem-solving ability and develop their thinking flexibility. Of course, in the process of showing multiple solutions or ingenious solutions to a problem, we should not simply list them, but pay attention to the analysis of ideas and the comparison of solutions. By summarizing the characteristics of different solutions and comparing the differences of different exposure procedures, the best solution can be revealed. Fourth, typical mistakes, self-presentation In order to let students have a deeper understanding of problem-solving mistakes and correct them more solidly, teachers can invite several students with similar problem-solving mistakes to the podium when marking papers, analyze their thinking process, analyze the reasons for the mistakes, and propose ways to correct them. This method attaches importance to introducing the problem solver and the skills and methods used in the analysis before completing the transfer of knowledge. Its purpose is to let students who have made the same mistakes find the real reasons for the mistakes in solving problems and clarify the solutions to similar problems. At the same time, this method also avoids the teacher's "word for word" and gives students the opportunity to show and improve. The teaching effect must be much better than the teacher's explanation. Five, classified regression, centralized marking, it is not necessary to mark the whole volume one by one in the order of title number, and it is appropriate to adopt the method of classified regression and centralized marking. 1. Focus on questions related to the same knowledge point. In a test paper, there are always some questions that are used to examine the same or similar knowledge (especially the unit test paper). These problems should be focused and evaluated, which can strengthen students' awareness of transformation and make them understand these knowledge points more deeply. 2. Isomorphism problems, focusing on the so-called isomorphism problems, refer to problems with different mathematical scenarios, but the same mathematical process or similar processing methods. This kind of topic should be evaluated and given lectures. The core of "similarity and heterogeneity" is "quality". Grasp the "quality" of the problem and find the key to solve it. 3. The problem of similarity but difference in quality, focusing on the so-called problem of similarity but difference in quality, refers to the problem that the mathematical situation seems to be the same, but the mathematical process is quite different. This kind of test questions usually differ by only a few words. If you are not careful when solving problems, you will fall into a misunderstanding. This kind of test questions should also be focused on. Through evaluation, let students see the essence through the surface, grasp the key points of the problem, guide students to pay attention to the similarities and differences of the test questions, and prevent the negative transfer of thinking patterns. Therefore, careful examination of questions has become the key to solving problems. At the same time, through the sharp contrast between similar questions and qualitative questions, the ideal teaching effect will be produced. In addition, in order to achieve the best results in marking test papers, let students sum up experiences and lessons through examinations, and test the learning effect, teachers must also pay attention to: 1. Before marking, only the highest score, the lowest score, the score distribution and the average score are announced, so that students can clearly understand their position in the group, maintain moderate pressure and motivation, and give full play to students' subjective initiative. 2. After correcting a test paper, it is also necessary to help students "know themselves and establish self-confidence". Pay more attention to the good aspects of students, give them more encouragement, so that those who are praised have both motivation and pressure. At the same time, when criticizing the existing problems in good faith, they should also contain ardent expectations, so that students can face the reality, find their own goals, cheer up and actively participate in the learning process. At the same time, motivation is also a good way to cultivate students' sound personality, improve their learning enthusiasm and improve their learning effect.