First, students change themselves.
In correcting homework, homework teachers with single topic and low requirements can let students self-approve. Such as some calculation problems. Publish reference answers and ask students to correct their homework according to the answers. Teachers and students can discuss different opinions together. The concrete way of this method is that after the students finish their homework, the teacher or the math class representative announces the answer, and the students evaluate, correct and analyze the reasons for the mistakes themselves, and try to correct and correct them. This method must be carried out in the classroom, and the teacher gives specific guidance on the method. If students encounter problems that cannot be solved or have their own views on a certain problem, teachers and students can discuss them together. This will help students to understand the causes of errors more directly, deepen their impressions, enable students to obtain corresponding feedback information more quickly and effectively, and improve their ability to analyze, solve and evaluate themselves.
Second, mutual recognition within the group.
Some math homework can be corrected in groups, that is, students of different levels are arranged at the front and back tables, and every four people form a group to correct each other and report the correction to the teacher. Students are generally very careful when correcting other people's homework. This method is especially suitable for some problems with many solving steps and strict writing requirements.
For example, the writing format of "application questions" has certain requirements, and the method of solving problems is not modular. When correcting, you can't just look at whether the answer is correct. If this kind of problem is submitted to the student group for joint examination and approval, it can not only improve students' ability to analyze and judge the problem and their sense of responsibility, but also learn lessons or advantages from others' homework. It should be noted that teachers should spot-check the assignments corrected by the group, comment on the typical problems in the assignments in time, and pay attention to re-approval. This can strengthen the communication between students, learn from each other and help each other, give students the best feedback information in the shortest time, and also encourage students to explore new knowledge and develop new abilities with positive emotions.
Third, correcting in class.
After the new lesson, some classroom exercises can be completed in class, and the answers can be immediately fed back and corrected in class. When students do their homework, the teacher will make a tour of tutoring. When they see the right question, they will read it immediately. But when they see the wrong questions, they can not correct them for the time being, but quietly point out the students' mistakes and let them correct them themselves. In this way, while patrolling and pointing, one-third of the students' homework can generally be approved. The effect of doing this is still quite good. For students, it can not only let them know the right or wrong of solving problems in time, but also improve their enthusiasm for doing homework. For teachers, it can not only keep abreast of students' homework, but also reduce the time for correcting homework after class. For some relatively simple knowledge, such as calculation problems, try to finish the homework in class, then the teacher announces the correct answer and the students correct it themselves. At the same time, they will mark the wrong questions with a pencil, correct them immediately after proofreading, and then ask the teacher to correct them. This way improves the efficiency of homework correction, shortens the feedback time, and helps teachers to understand the knowledge of individual students. This can not only improve students' enthusiasm, but also speed up the completion of homework. It can also train students' reaction ability, enhance their sense of competition and form a positive attitude towards life.
Fourth, teachers' face-to-face criticism.
Important and difficult exercises in mathematics teaching should be graded after class, so that everyone can pass the exam, try to make use of extracurricular time to face students face to face, change one question, point out their mistakes in time, let students understand the reasons for the mistakes and ask them to correct them immediately.
Because there are differences between students in basic quality and intelligence level, students will have obstacles in both math study and homework. Therefore, the method of correcting homework face to face varies from person to person. If the homework is done well, the teacher should praise it, point out its advantages and ask for further development; Don't be cynical about underachievers who make more mistakes in their homework, but give them care and love, help them analyze the causes of their mistakes, and make them master the correct correction methods; On the basis of criticism and education, students who are careless in their homework should be patiently worked to correct their bad habits. In this way, teachers and students can discuss the problems in their homework together. In the dialogue, it is easy to know where the key points of students' mistakes are, and it is also easy for teachers to grasp the teaching difficulties and focus on explanations. This method can effectively play the characteristics of short homework time, quick feedback correction and timely mastery of students, and make up for the teaching effect that can not be achieved through the unit.
Five, grading correction
In order to better implement the teaching principle of teaching students in accordance with their aptitude, teachers can grade homework mainly through teachers' explanations according to each student's knowledge differences, which is a good way to correct students' vague understanding and misunderstanding of basic concepts or rules in time. Details are as follows:
First, students' knowledge base, intelligence level and learning attitude are unbalanced. After the homework is collected, find out 3-5 copies of the homework of students with good, medium and poor grades, and carefully correct them, so as to understand the learning situation of students at all levels and whether they have mastered the knowledge, so as to provide classified counseling and improve the teaching quality in an all-round way, which can effectively reduce the burden on teachers to correct homework, and let them have more time to study textbooks and improve teaching methods.
Second, it is difficult for many students to get their homework to a higher level at a time and achieve satisfactory results. In order to arouse the enthusiasm of students to further improve the quality of homework, teachers can correct a question many times and improve the grade of homework one after another. When giving homework to students, if you can correct mistakes, make up for deficiencies, or supplement better problem-solving methods, you can improve your grades and arouse your enthusiasm according to the situation.
Thirdly, when there are too many and serious mistakes in students' homework, in order to avoid students' low homework scores, too much psychological pressure, knowledge disconnection and vicious circle, we can adopt a corrective strategy of temporarily not judging grades. Students make clear the reasons for the mistakes, supplement the missing knowledge, redo their homework, and then judge.
In a word, correcting primary school math homework effectively is an important link to improve the quality of primary school math teaching and reduce the burden on teachers. Correcting math homework should pay attention to practical results, which can not only reduce students' excessive burden, but also reduce teachers' workload. As long as the homework is corrected effectively under the guidance of a reasonable evaluation system, the teaching quality of primary school mathematics will certainly be improved.