Discussion on feedback and error correction in junior high school mathematics teaching 1. General principles of feedback and error correction Feedback is an important basic principle of cybernetics. It means that the control system sends out information and then returns the result of its action, which affects the re-output of information and plays a control role. Through feedback, constantly correct deviations and mistakes, and gradually achieve the expected goals. Generally speaking, feedback and correction have the following principles. (A timely feedback, timely correction in the process of intuitive teaching guidance, found that there are two abnormal phenomena: First, preparing lessons. Teachers prepare lessons several days or weeks in advance according to their own subjective consciousness, and some teachers even go to the classroom to recite lessons with old lesson plans with yellow paper attached, regardless of students' existing knowledge base and new situation in learning. What is the result? The teachers are talking about what the students have mastered, but what the students don't understand is superficial or even not involved at all. The teacher was intoxicated by the "noisy" speeches of a few top students, but most students had little knowledge. The other is homework. Some teachers require students to have four math exercise books, so that students can see the exercises at least three days later, sometimes one week later, or even half a month or a month later. This feedback is not one or two questions, but many. At this time, both teachers and students feel that there is no way to correct it. If teachers can find the problems in students' study in time and try to solve them in time, this phenomenon will not appear. If we want to implement feedback and correction, we must carefully understand and digest it in class, consolidate it step by step, reach the standard layer by layer, and achieve the goal step by step. In other words, feedback should be timely and correction should be timely. (2) True feedback, that is, whether the feedback information is true or not and whether the correction method is effective, plays a key role in the effect of feedback and correction. If the information is false or not completely true, then the teacher will not find the problem or fully understand the situation, and will not take correct corrective measures in time. Teaching practice shows that to achieve true feedback and accurate correction, we should generally pay attention to the following three aspects. First of all, cultivate students' good study habits of being studious and thinking independently. Experienced teachers pay attention to guiding students to concentrate in class, be diligent in thinking and actively use words and hands. In this way, the information provided by students is profound rather than superficial, comprehensive rather than one-sided, true rather than false. Secondly, establish a democratic and equal relationship between teachers and students. In teaching, teachers must pay attention to overcoming teachers' dignity, often go deep into students' understanding of their difficulties and requirements, actively and enthusiastically help them solve problems, let them feel the warmth of teachers, and actively cooperate with teachers to truly provide information and strive to reap the sweetness of learning progress. Third, through the phenomenon, grasp the essence. After obtaining the information, teachers should carefully analyze the nature of their own problems and the causes of the problems, and then design the correction plan in a targeted manner. Don't be fooled by superficial phenomena, just focus on the topic and talk about the matter, otherwise the correction will be inefficient or ineffective. (3) Active feedback, conscious correction feedback and correction can be divided into benign and malignant. Feedback and correction are always cyclical in teaching, that is, feedback-correction-feedback-correction again. Benign feedback and correction, in terms of knowledge, skills, intelligence, habits, emotions, etc., is a teaching activity that is promoted from low level to high level in the process of constantly solving old problems and putting forward new problems; And vicious feedback and correction are ineffective or ineffective teaching activities with repeated accumulation of problems. To avoid a vicious circle, both teachers and students should take the initiative to give feedback and consciously correct it. Because the feedback information is often a problem of teaching and learning, which belongs to teaching, teachers should take the initiative to find and collect, consciously correct or standardize in time, and can't wait. Teachers should take the initiative to give guidance and correct it in time. In addition, teachers must consciously cultivate students' initiative and consciousness. Only teachers take the initiative, without students' conscious cooperation, and the result is still vicious feedback and correction. Of course, if teachers only emphasize students' initiative and consciousness, but ignore students' own initiative and consciousness, the result will also be vicious feedback and error correction. (4) corrective feedback, feedback corrective feedback and correction are closely related systems. The first purpose of error correction is to solve the problem. In the process of solving problems, it is often found that the information is untrue, so feedback should be given to correct it. If you don't pay attention to this amendment, then the amendment will not be allowed. After correcting a problem, does it really solve the problem or should it be solved again? In the process of teaching guidance, it is found that some teachers often complain to students like this: "I have told you this question many times, and I don't know it yet." There are two reasons for this phenomenon: either the correction at that time went through the motions and did not really solve the problem, or it was not corrected after a period of time, which made the correction effect disappear. Therefore, after correction, it is necessary to design a consolidated and improved feedback scheme to test the correction effect, obtain new information, and implement feedback correction at a higher level. Two. Feedback channels and methods In the process of regular teaching, the main channels of teaching feedback are preparing lessons, teaching, correcting, counseling, examination and evaluation. Generally speaking, the channels and ways of feedback are: (1) When preparing lessons, it is fully estimated that experienced teachers can predict the problems existing in students' understanding of knowledge, mastery of skills and application of methods in class, and design teaching methods accordingly. Solve the problem in the initial stage, so that the leading role of teachers can be better played.