In the process of learning, students can't escape the exam. After the exam, the teacher's explanation of the test paper is also very important. The following is an explanation of the importance of the test papers I collected for you. Reading these words will help you learn by going up a flight of stairs.

Comment on examination papers refers to the teaching activities in which students dissect, analyze and comment on the examination papers after completing the examination, so as to help students improve their knowledge structure, improve their problem-solving ability and master the learning rules. Examination paper evaluation is an effective way to achieve teaching objectives. To improve the evaluation of test papers, we should fully tap the educational function of mathematics education. Affirming students' achievements, discovering students' potential and stimulating students' enthusiasm should be one of the teaching objectives, which is also the concept of the new curriculum. The evaluation of test papers should also fully tap the educational function of mathematics education. Affirming students' achievements, discovering students' potential and stimulating students' enthusiasm should be one of the teaching objectives, which is also one of the important links in the quality of new curriculum concept teaching. Especially in the review stage, it is more important to do a good job in commenting on test papers.

Have a wealth of first-hand information

The evaluation of test papers should be clearly targeted. This requires teachers to prepare for the following two aspects before class. First of all, we should do a good job in the statistics of test papers. It mainly includes statistics on the distribution of knowledge points, that is, tabulating statistics according to the proportion of number and algebra, space and graphics, statistics and probability, practice and comprehensive application; Test type statistics, that is, according to the four levels of understanding, comprehension, mastery and flexible use, the number and proportion of corresponding questions are counted; Statistics of test results, including the highest score, the lowest score, the average score and the scoring rate of each question; The statistics of error types mainly count the types and quantities of students' errors. Statistics is a hard, complicated and indispensable work, which provides an important basis for the analysis and evaluation of test papers. Some teachers don't pay much attention to statistics, and only rely on subjective estimation to determine the focus and difficulty of evaluation. Facts have proved that this is unreasonable.

Secondly, we should do a good job in the analysis of test papers. In the evaluation, the most important thing is to suit the remedy to the case, talk about the students' vague points and evaluate the students' wonderful points. The most taboo is that the teacher ignores the students' answers and speaks from beginning to end. Can such comments get good results? What's the difference between this and giving students a correct answer to the test paper? Obviously, this is inappropriate. Such comments can't achieve good results. The teacher had better photocopy the completed questions and send them to the students, so as not to waste too much time! In the new curriculum reform that everyone is concerned about, the new curriculum standard of mathematics puts forward that everyone's view of mathematics highlights the foundation, democracy, activity, hierarchy and openness of mathematics. Correspondingly, mathematics classroom teaching under the new curriculum concept should have distinct characteristics of situational, life, autonomy and emotion, return the initiative of learning to students, encourage each student to practice and explore boldly, actively participate in teaching activities, and strive to achieve independent development.

As a teacher, on the one hand, we should analyze the content, structure and answers of the test paper, so that we can know what to say, what to say and what to focus on when marking, and at the same time, we can avoid damaging the continuity of marking because of the unreasonable design or answers of the test questions. On the other hand, it is necessary to analyze the causes of mistakes, understand and analyze the defects of students' knowledge and ability and the problems existing in teachers' teaching, so that teachers can take timely measures to solve these defects and problems in the evaluation. To treat knowledge errors, we should correct students' deviation in understanding concepts and improper application of knowledge; When dealing with methodological errors, we should correct the deviation of thinking methods and improve our thinking ability; When dealing with calculation errors, we should exchange views individually and point out the reasons. Through the analysis of the test paper, it is pointed out which questions should be changed, how to change them, and which questions need to be deepened, consolidated and extended by introducing examples. Only by mastering first-hand information, preparing lessons carefully and explaining can we be more targeted. For the test papers that students practice after class, students can write simple answers, and teachers should make collective comments on common mistakes. A clever doctor can give a good prescription to a patient, and the key is to find out the cause of the patient. The key to the evaluation of mathematics test paper is whether you can prescribe a "good prescription" to avoid making the same "disease" again.

There may be many reasons why students make mistakes in a test paper, which varies from person to person, but in general, there are the following points: First, the ability to comprehensively apply knowledge is not strong, so when marking papers, we should focus on explaining the ideas, methods and skills of setting questions, strengthen thinking training and method guidance, and avoid the phenomenon of answering questions at will in the future; Second, there are knowledge loopholes, which should be supplemented and improved in time when commenting, which is an important measure to reduce the next mistake; Third, carelessness, mostly caused by careless examination of questions, such as careless answers to keywords, implied conditions and answering requirements, irregular answers, and calculation errors. Therefore, teaching students to examine questions and form good habits is an important measure to reduce mistakes; Fourth, remind students to sum up carefully when marking papers, draw lessons and cultivate a good psychological quality of "taking exams as usual". It can be seen that "analyzing the causes of mistakes and prescribing the right medicine" is very important to improve the quality of lectures and evaluation.

Realize "from point to area"

Don't "talk about the topic" when marking papers, but "discuss the method with the topic" so that students can draw inferences. That is to say, through the explanation of typical test questions, contact with relevant knowledge points and knowledge blocks, find out the vertical and horizontal relationship between them, and then sum up the "general method" of this kind of test questions and the points for attention caused by individual differences with the help of "variant questions". "Point to area" is indeed a method of using "test questions", and a set of papers with wide coverage will definitely miss some knowledge points. Therefore, when commenting, we should consciously link the missing knowledge points to form a complete and solid knowledge network, so as to quickly judge and extract relevant information in the next exam. Of course, considering the height of propositions, the diversity of materials and the uniqueness of thinking, while weaving knowledge networks, we should also appropriately broaden and deepen some knowledge points in order to achieve the purpose of flexible learning and application. Using "questions" can not only cultivate students' adaptability, but also lose no time. Teachers should pay attention to infiltrating the idea of deformation, reorganization, decomposition and combination of test questions when commenting.

In the evaluation of mathematics test papers, teachers should seize the opportunity to point out different methods to solve many problems and cultivate students' creative thinking ability according to their different knowledge levels. However, it is worth noting that teachers should aim at the test paper and the actual level of students, not exaggerate or narrow the level of students' ability, but analyze specific problems. Because knowledge points and mathematical thinking methods are scattered in each question, if they are evaluated in turn, students' thinking will vary from time to time, so it is difficult to be single-minded and the effect is not good. Therefore, it is necessary to sum up the topics of the same thinking method and give students the overall effect. When you encounter confusing topics, you should show them to students in advance, so that they can think, analyze and summarize themselves, thus forming a deep impression. In this link, we might as well adopt the method of combining "detection" with "acceptance", collect feedback information in time at all times, correct students' learning defects in time, and then improve teaching in time, so that the vast majority of students can truly make the class clear, clear and clear.

Strengthen the guidance of solutions.

In traditional mathematics teaching, teachers often try their best to "fill in" without considering the principle of students' autonomy, which brings obvious disadvantages. In the modern teaching concept, teaching is a kind of communication and an interactive process. Therefore, the evaluation of mathematics test papers should give students the opportunity to participate in and express their own thinking process, increase the time for teachers, students and students to discuss problems, allow and actively advocate students to "counter-evaluate" the "evaluation", and encourage them to express it in complete language as far as possible even if their thinking is wrong, so as to clearly understand where the difficulties in their study are. Only in the exchange and ideological collision can students make a difference.

Under the guidance of new curriculum and new ideas, teaching activities should of course pay attention to students' thinking process and present it creatively and repeatedly. The reaction is in mathematics, so it is very important for us to solve problems in mathematics teaching and evaluation. The process of solving mathematical problems is generally expressed by examination-inquiry. The core means of investigation is observation, the important way of exploration is association and transformation, and the basic requirement of expression is conciseness and standardization. For typical examination questions, we should first pay attention to the process of showing the formation of ideas, and put forward solutions to problems through mathematical methods such as guessing, analogy and induction. Secondly, to highlight the process of ideological exploration, teachers should pass "What do you want? What do you need? Why? How did you come up with it? " In the process from failure to success, the question-and-answer method exposes students' natural thinking process, the process of choosing the best solution and the process of correcting deviation when solving problems, so that students can realize their imperfections or mistakes and change their thinking direction, methods and strategies in time. In the process of commenting, it is also a good teaching strategy, because its starting point is the same. Every student can explore and discover along the route he is interested in and create according to his own level. It enables students to think in various ways from different angles, and the thinking process is flexible, which can achieve the purpose of improving their thinking level. In my own teaching process, my own principle is: combine the characteristics of students, students' foundation and the difficulty of the topic, and let the right students perform. Then encourage them one by one according to their characteristics, and the effect is good. Students not only improve the knowledge points they are interested in, but also greatly change their attitudes towards chapters they don't like, and finally achieve the joy of double harvest.

Attach importance to students' emotional education

Educator Steward pointed out: "The art of teaching is not to impart skills, but to inspire, awaken and inspire". Therefore, motivation should run through the whole process of examination paper evaluation. Many teachers have had the feeling that students often start marking papers, but they don't send them out or respond, and the classroom atmosphere is boring. What is the reason for this? This is caused by students' psychological atresia, because in the fierce learning competition, every student has a standard to measure his success or failure. In the face of failure, students' psychological self-adjustment ability is not strong. Therefore, teachers must not rank test papers before marking, but should give psychological counseling to some students to help them analyze their successes and failures, learn correct self-affirmation and negation, and let students regain their self-confidence and enterprising spirit; By going up one flight of stairs, a student who has made great progress, should be encouraged to carefully find out the reasonable components of students with learning difficulties from the aspects of problem-solving ideas, calculation process and writing format, and give timely praise and encouragement to enhance their self-motivation. In addition, students' correct thinking results and excellent solutions reflecting their abilities and talents, including their creative and novel ideas, should be displayed in the evaluation class. By encouraging students in the evaluation, we can fully mobilize students' various positive factors in learning mathematics, stimulate students' desire to study hard, and promote the coordinated development of intellectual factors and non-intellectual factors.

Let students practice "perfect score"

Finally, the evaluation of test papers should realize students' excessive implementation of knowledge and ability. We know that students may not be able to speak if they understand, and they may not be able to write if they speak. In teaching, there is a common phenomenon that students still make mistakes in exam questions, and there is also a common phenomenon that students know what is going on, but they don't know how to write, which is actually a sign that they have not really passed the exam. Being able to express one's thoughts logically in concise language is one of the goals of cultivating students in mathematics teaching. Therefore, students should be required to re-answer common questions and key questions of individual students after marking the test paper, so as to achieve "full marks" after the test. Although it may be influenced by teachers' thinking, this accumulation process is an important foundation and guarantee for students' ability transfer in the future.