Second, analyze the misunderstanding of junior high school mathematics test paper evaluation.
1, Myth 1: lectures and evaluation are not planned. Some teachers don't pay attention to test papers, prepare lessons seriously and lack statistical analysis. They think that finishing the examination paper is equivalent to preparing lessons, so that they can say as much as they want when commenting, and stop wherever they say, which lacks pertinence and ignores the key points and evaluation methods, resulting in low effectiveness.
2. Myth 2: Talk about the single evaluation form. Some math test papers have become teachers' one-man show, and the teaching form is single and boring. Teachers answer the questions one by one, and students copy the answers one by one, which makes students not participate in the thinking and exploration of mathematics, easy to get bored, difficult to achieve the expected results, and even "repeat mistakes."
3. Misunderstanding 3: Talk about the limitations of evaluation content. Some math teachers think that the main task of teaching and marking is to correct wrong questions, and in teaching and marking math papers, it is limited to helping students correct individual wrong answers. On the one hand, it does not give full play to the expanding function of mathematical exercises, on the other hand, it is easy for students to ignore the teaching function of correct answering questions and cannot establish an effective knowledge network.
4. Myth 4: Lack of follow-up of lectures and evaluations. After the teacher explained the questions on the test paper, most students did understand, but they often changed the questions slightly, so junior high school students were at a loss and kept making mistakes. Therefore, math class attendance and evaluation can not be limited to understanding, but should be followed up by reflection, consolidation and strengthening, so as to improve the effectiveness of class attendance and evaluation.
Third, improve the effectiveness of junior high school mathematics test paper evaluation.
1, before commenting-prepare lessons carefully
(1) Do a good job in data analysis. Before giving lectures and evaluating classes, teachers should make statistics and analysis of data, which mainly includes two aspects: First, the overall performance of the class, including average score, excellent rate and passing rate. , so as to facilitate students to make reasonable efforts; The second is the statistics of students' answer data, such as error rate, typical errors and unique solutions. And even the scoring rate and failure rate of each question, so as to focus on evaluating the test paper.
(2) Classify the test questions. When preparing lessons, teachers should carefully prepare test papers, analyze the distribution, key points and difficulties of test questions, especially classify test questions according to the knowledge points, problem-solving methods and error types on the answer sheet. On the one hand, students have a deeper understanding of knowledge points, on the other hand, teachers' lectures and comments are more targeted, which improves teaching efficiency.
(3) Determine the focus of evaluation. When preparing lessons, teachers should determine the focus of evaluation according to students' answers and acceptance, and know what topics to talk about, what topics not to talk about and what topics to talk about.
2. Comments-Effective comments
(1) Optimize the evaluation method. As mentioned above, a misunderstanding of test paper evaluation is the centralization of teachers, and the new curriculum concept advocates diversification of evaluation methods. Then, the evaluation methods of test papers in the classroom should be diversified, which can be teacher evaluation, self-evaluation or mutual evaluation. In the evaluation, there should be interaction and information exchange to guide students to actively participate in the evaluation activities. Only in this way can we really improve the efficiency of examination paper marking. For example, teachers can mix wrong answers and correct answers and show them to students, so that students can discuss with each other and find out the reasons for the mistakes.
(2) The content is flexible. Teachers should classify topics when preparing lessons, which forms a knowledge network. Then, in the evaluation class, we should not simply explain the topic in isolation, but "use the topic" to promote the divergence of students' thinking. You can have multiple solutions to one question, multiple connections to one question, and variable questions, change the known conditions and conclusions in the original question, and then re-analyze and solve it. You can also combine the trend of senior high school entrance examination, appropriately increase the amount or depth of knowledge, ask questions about the original knowledge, and broaden students' thinking of solving problems. This extension can improve students' understanding of test questions, knowledge distribution and problem-solving ideas in the evaluation of test questions, and gain rules from them, thus improving mathematics literacy.
(3) Do a good job in wrong analysis. An important task in the evaluation process is to show the wrong questions and analyze the reasons. Practice tells us that analyzing mistakes is often more impressive than directly explaining them. Therefore, we should evaluate the causes of mistakes, explain the thinking of problems, and guide students to participate in discussion and analysis, so that students can not only know their own mistakes, but more importantly, know why they are wrong, learn and improve in the process of correcting them, and master the key and laws of solving problems.
3, after the evaluation-reflection tracking
(1) Guide students to reflect. Teachers should guide students to reflect on examination papers, reflect on where satisfaction lies and where failure lies, sort out knowledge and summarize laws. The most important thing is to further analyze and reflect on the mistakes, and find out the causes of the mistakes, which are the mistakes in basic calculation, the mistakes in understanding the meaning of the questions or other reasons. This will help junior high school students master the methods of mathematics learning and help them form their own learning ability.
(2) Strengthen practice and consolidation. Teachers should consolidate the evaluation results in time after reviewing the examination papers. On the one hand, students are required to do a good job in revising the test questions, collect the typical wrong questions in their "wrong question set", analyze the reasons for the wrong answers, and indicate the correct answers. On the other hand, teachers should design a targeted exercise question in time according to the evaluation situation, and students can practice it again with variant questions, so as to firmly grasp and apply what they have learned.
(3) Evaluate and track. As mentioned earlier, as far as math exercises are concerned, "understanding" does not mean "doing", and the test paper should be extended. In the test after a period of time, we should also pay attention to adding the problems exposed last time to the new questions. We should also pay attention to hierarchical tracking to further improve students at different levels.
In a word, a high-quality lecture hall of mathematics test papers needs teachers' careful preparation, careful selection of its main points, extension and divergence, effective comments, timely reflection, optimization of educational ideas, case correction, case prevention, one-method comments, problem solving, bypassing analogy, improving students' ability to solve problems, and making the lecture hall of mathematics test papers truly effective and truly beneficial.