Professor Guo Yuqin, a doctor of mental health at Zhengzhou University, once said: "The exam mainly tests students' psychology and the speed of doing questions. "The' psychology' here refers to whether candidates can take the exam with a relaxed, happy and confident attitude, and the effect is completely different. One of the most important tasks for teachers is to relieve students' ideological pressure before the exam and tell them clearly that every test paper is designed for all students. As long as they work hard, there is no problem in achieving the desired results.
First, enrich the evaluation content and enhance the understanding of the test paper.
Teachers with a little teaching experience know that the test paper should be evaluated: the corresponding knowledge points with low score rate in the whole class; Typical, targeted and comprehensive topics; In the past teaching, I have contacted and corrected many times, but the students still have not grasped the difficulties; Key knowledge and skills related to follow-up study; The neglected "teaching blind spot" in peacetime teaching.
1. The example is wrong. The wrong comment mainly analyzes the reasons of the mistakes through the students who made mistakes, and then the teacher guides the students to analyze, which can make the comments to the point and improve the pertinence of the comments.
2. talk about the method. Grasp typical questions, talk about basic problem-solving methods and skills, guide students to break through the existing thinking mode, keenly grasp the essence of test questions, eliminate interference, solve problems quickly and skillfully, and draw conclusions. When solving problems, we should not only pay attention to the results, but also pay attention to the process of solving problems. For typical problems, students should be shown detailed steps.
3. Emphasize the law. That is to say, explain by classification, highly summarize and summarize the problem-solving methods of a certain kind of topic, summarize the relatively fixed problem-solving rules, standardize the problem-solving format, and really make students analyze a problem and understand a truth; Correcting a wrong question solves a class of problems.
4. Talk about change. In commenting, we should grasp some typical problems and topics, be good at changing the original topic, and ask questions about some knowledge from multiple angles, sides, levels and ways. For example, you can change the way of presenting exercises and the types of questions (change); Many new topics (changes) are derived from an original topic; You can also replace a certain data with other data (generation by generation); Reverse the causal relationship of exercise (reverse one); Combine several topics together or break down a topic into several small topics (one by one, one by one) and so on. This kind of training should be based on the foundation, not deliberately seeking difficulties, aiming at summing up the laws and methods and cultivating students' ability to draw inferences from others.
Second, there are various forms of comments, which can improve the effect of paper comments.
After years of practice, generally speaking, the forms of examination paper evaluation mainly include the following points:
1. Check: Teachers should make statistics and analysis of the examination before marking papers, so as to improve pertinence and effectiveness, and students should do self-check on the existing problems and reasons. First, teachers should carefully analyze the test papers, make clear which aspects of students' learning foundation are good and which aspects of knowledge are defective, objectively analyze the test papers, study students' basic knowledge and learning ability, and make clear the current teaching situation and suggestions for correction. Either don't take the exam, evaluate it, and evaluate it well. After the students' papers are approved, you have to do a lot of statistical work, such as multiple-choice questions, what is the error rate of each small question, and which students have more mistakes. For example, subjective questions, count the weight of each small question separately, and then analyze the reasons why students make mistakes. In order to understand the defects of students' knowledge and ability and the problems existing in teachers' teaching. Only under the premise that both teachers and students understand, the test paper will be more targeted and effective. After the papers are handed out, students should be given some time to revise them and check the existing problems and reasons. Ask students to make clear the reasons for their mistakes and what knowledge points they have before the teacher marks the papers.
2. Evaluation: students' self-evaluation and teachers' general evaluation.
Students modify the test paper by self-evaluation before the teacher marks it, and some problems can be understood by themselves before the teacher marks it. Teachers can explain the overall difficulty of test papers and the overall examination situation of students when marking papers, so that students can know their own learning mastery. Teachers should take the overall situation into account and highlight the key points when marking papers. On the one hand, it is necessary to analyze the content, structure and answers of the test paper, so that when marking the paper, it will be targeted and know what to say and what not to say; What to say in detail, what to say briefly, and what supplementary content to insert, at the same time, it also avoids destroying the continuity of evaluation because of unreasonable design of test questions or answers. On the other hand, it is necessary to analyze the reasons for students' business trip, understand and analyze the defects of students' knowledge and skills and the problems existing in teachers' teaching, so that teachers can take corresponding measures in time.
3. Talk: Pay attention to methods, develop students' thinking, analyze typical mistakes and find solutions to problems.
Mathematical problem solving is permeated with different thinking methods, and cultivating students' thinking ability is the primary task throughout the whole mathematical teaching process, so the method is the key and developing students' thinking is the core. The ultimate goal of marking is to develop students' thinking ability and improve their ability to analyze and solve problems. In the process of commenting, we should emphasize mathematical methods, integrate methods into specific comments, and appropriately infiltrate scientific mathematical thinking methods according to different types of topics.
Third, check the evaluation effect to improve students' learning ability.
Intensive simulation exercise is an extension of evaluation. Teachers should keep abreast of students' feedback after commenting on homework or test papers. Sometimes, students understand, but it doesn't mean they can do it. It is common for them to understand and fail to do it. This requires teachers to design some imitative or variant exercises according to the relevant knowledge points involved in homework, so that students can practice and really master them. After commenting on the test paper, we can give feedback on some topics that are much more wrong in the form of homework or classroom quizzes after class.
In a word, the evaluation of mathematics test papers must be based on the students' reality and evaluated at the unbalanced points of students' cognition, which is conducive to the improvement of students' innovative ability, the training of students' creative thinking, the all-round development of students and the depth, breadth and height of their future development. We should inject more humanistic ideas, optimize educational ideas, explore new ways of teaching mode, improve students' interest in learning mathematics, effectively run through mathematical thinking methods, fully display the beauty of mathematics, attract every student, and make our mathematics teaching quality rise steadily.
(Editor Si Wen)