3 pieces of homework correction experience

Homework correction experience 1:

Students’ mathematics learning at school is divided into classroom learning and extracurricular learning time, and our middle and senior grades have six mathematics classes per week, each class is forty minutes , only four hours of mathematics classroom learning time per week; lower grade students have five mathematics classes per week, each class lasts forty minutes, and only have three hours and twenty minutes of classroom learning time per week. Therefore, we must not only grasp mathematics classroom learning, but also grasp extracurricular learning time. Students’ extracurricular study time is also the time to do homework, so our homework correction is very important. Let me talk about some of my usual experiences in correcting homework:

1. Diligence:

1. Make the key points clear in classroom teaching, and strive to enable students to master less but more precise knowledge and learn solidly. After learning the new lesson, continue to do classroom homework. After class, promptly correct the classroom homework and explain the mistakes. Then use students' spare time to find students to correct mistakes and re-review, and strive to ensure that every student can master the knowledge learned that day.

2. Strengthen the management of homework completion. Each group has a mathematics team leader who is responsible for inspecting, guiding, and supervising the students in this group to complete the homework.

3. Every time when an assignment is graded, the existing problems will be recorded in the "Assignment Correction Record Book", and make-up lessons and individual tutoring will be provided for students' weak areas.

4. Insist on practicing oral arithmetic for three to five minutes every day to improve students’ calculation ability. Keep track of underachievers and praise them immediately if they find any progress.

5. In order to stimulate children’s enthusiasm for learning mathematics, various forms of mathematics extracurricular and extracurricular activities are carried out, such as oral arithmetic relays, homework exhibitions, and daily questions. Three and one mathematics king evaluation columns are designed. ?, ?3. 1 Excellent Mathematics Homework Evaluation Column? (posted on the classroom wall), to improve students' interest in learning from all aspects.

6. Regularly summarize your own teaching, and dynamically record the students’ mastery of each knowledge point.

7. Use blog messages and telephone communications to strengthen contact with parents and promptly reflect students’ learning and homework status.

2. Details:

Usually there are always some students who do not turn in their homework for one reason or another. You even don’t know who failed to turn in their homework, and you have to waste time to investigate. , or, even if you hand in the homework, the writing is messy, even if you talk a lot, it won't have much effect. This is also the biggest headache for teachers. In response to these situations, I did the following work:

1. Train math class representatives well to ensure that when collecting homework, the number of students matches the number of homework. If someone’s homework is missing, they can be reported to the teacher in a timely manner.

2. After correcting the homework every day, divide the homework into three categories: lower level, middle level, and upper level. The order of issuing homework is also: lower level, middle level, and upper level. The lower-level assignments are distributed first. After the students on the lower-level assignments have corrected and submitted them, the middle-level assignments are then distributed, and finally the upper-level assignments are distributed. Make full use of this "time difference" to distribute the assignments. This can avoid plagiarism as much as possible when students with learning difficulties revise. This method is in line with both the teachers' own psychological characteristics and the characteristics of large classes with large numbers of students. Educational psychology shows that teachers' emotions and energy remain high when they first affect the teaching object, but will fluctuate with the quality of the object - homework - and the order of first worse and then better will maximize the teacher's ability. Enthusiasm, while also weakening the negative impact caused by long-term marking of homework, can achieve the best teaching results.

After doing this for a period of time, the homework situation at all levels has improved significantly. There will no longer be cases where homework is not handed in for no reason. The handwriting has become neater and the accuracy has also improved, especially at the lower levels. The number of assignments has been reduced from fifteen to six now. In addition, I make timely summaries in the class, give face-to-face praise to students who have made progress and encourage them to get red flags for their homework, promptly motivate "upgraded students" to strive for greater progress, encourage "downgraded students" to find reasons, correct learning methods, and thus Achieve the teaching goal that all students can make progress together.

3. Cleverness:

Use correction symbols skillfully when correcting homework. In lower grades, use some symbols that students like to see, such as: doctor's hat, thumbs up, little red flower, etc.

After the students reached the middle grade, I found that this kind of evaluation was too general and could not evaluate the students' homework in detail, so I applied the "grading system" on the test paper to the homework correction, and the correct and good homework was A++. Secondly, For A+, A, B, C, and D, students can understand their homework status when they see their homework grades. I will also encourage students with learning difficulties and give them higher grades. Look! Every time after handing out an assignment, many students will happily show off to their classmates: "I got perfect marks on my assignment again, I've made progress again" and so on. I also added some comments in response to the phenomena that appeared in some students' homework, such as: "Teacher believes you are the best! You are making progress, come on! Your handwriting is getting more and more beautiful!"

That's it Some of my experiences in correcting mathematics homework, there are many details that I still need to improve. Please correct me if I am inappropriate!

Homework correction experience 2:

Internship at No.15 Middle School It’s been a week, and what I’ve been exposed to the most is probably the students’ homework. Because we are new teachers, we all have to start with the most basic and simple marking assignments. The class I lead has two regular Chinese assignments every day - dictation and calligraphy, which need to be corrected on the same day. In addition, I will correct the weekly compositions, exercise books and exercises in the newspapers I subscribe to. In addition, my class teacher is an English teacher and is very busy at work, so she will ask me to help correct English homework from time to time. Therefore, during the first week of internship, I basically stayed in the office all day long and focused on correcting various assignments.

The more I have been exposed to homework, I gradually discovered that the assignment and correction of homework are not only a part of teaching, but also an important window for both teachers and students to obtain information from each other.

In the process of correcting homework, I learned a lot about the students.

First of all, this is a good way to memorize the names of the students in the class. As long as I quickly match the names and faces in the following days, I no longer need rosters and seating charts. Come and get to know them, which is very beneficial in communicating the relationship between teachers and students.

Secondly, through homework, I roughly understood the students' academic performance and their learning attitude. Take Class 1 as an example. Since it is a fast class, its overall results are good and its Chinese proficiency is good. However, there is a prominent problem, which is that it does not correct its mistakes in time. Every time when correcting homework, I would carefully circle the wrong words and so on with a red pen. However, when I corrected the next time, I often found that those mistakes did not attract their attention at all, and no modifications or corrections were made. This is what I will focus on urging students to correct in the following internship.

Of course, correcting homework is a very hard job. You should read each homework carefully, correct wrong sentences, find typos, and give appropriate feedback based on the quality of the homework, attitude towards the homework, and the specific situation of the students. Ratings and ratings. For example, I found that a girl in the class had very small handwriting, so I used a red pen to remind her to write slightly larger in her calligraphy homework. Sure enough, her handwriting was one size larger the next day, and I was very happy to correct it. ?Keep up the good work, and her handwriting got even better on the third day. This is my first joy as a teacher. Every little bit of progress made by the students will be a source of happiness for the teacher!

Finally, in the process of correcting homework, especially compositions, I will find many interesting articles and sentences, either naive or humorous, Is it bizarre or funny? Whenever this happens, everyone will often hold back their laughter and read it out loud, making the group happy. A flamboyant idiom, a confusing sentence, and an unpredictable meaning will become the pistachio to adjust the atmosphere in the office.

As the internship process gradually deepens, I think our work will become more and more complex and arduous, but through this path, the realm we reach will be extremely beautiful, and this is enough .

Three thoughts on homework correction:

As a mathematics teacher, the biggest feeling is the frequency and boringness of homework correction. Under the influence of the traditional exam-oriented teaching model, teachers teach in class , correct homework after class; students listen in class and do homework after class. Under the banner of quality-oriented education today, the hot topics in teaching reform are how to improve classroom teaching and how to cultivate students' analysis and discrimination abilities. In fact, the reform of mathematics teaching should include the reform of homework correction.

Because correcting homework is an important part of the teaching process.

1. Problems with “Full batch and complete correction”

1. High work intensity, half the result with half the effort: Teachers spend too much time on grading and correcting homework. Junior high school mathematics homework is given every day, students do it every day, and teachers change it every day. If a teacher holds two classes, and each class has 50 students, 100 homeworks will be corrected each time. If 4 questions are left each time, 400 questions will be corrected at one time. If each homework takes an average of 2 minutes, it will take It took more than 3 hours to go. Especially correcting geometry homework will take more time. The time actually spent on classroom structure design has been reduced accordingly, plus the daily quizzes, unit tests, class teacher's work, and lesson preparation? I am very busy. It is difficult to guarantee the time to explore teaching reforms, and of course it is difficult to implement teaching reforms.

2. Students are completely in a passive position. The outstanding feature of quality education is to develop students' intelligence, cultivate students' abilities, and let students be the masters of learning. However, the "complete batch and complete correction" of homework is a "tightening curse" on the students' heads. Make them busy every day to complete their homework on time, regardless of whether it is right or wrong. Students think proactively and their enthusiasm for self-examination is suppressed.

3. The information obtained by both teachers and students is highly distorted. Students doing homework and teachers correcting homework are a continuation of classroom teaching and an important channel for both teachers and students to obtain information. However, we often find that some students have very good homework, but their test scores are very poor, because the students have to plagiarize the homework in order to be corrected by the teacher, and the teacher has to be deceived. Due to time constraints, teachers often use simple symbols such as , , and when correcting homework. From these symbols, students can only know which question is wrong, but they don’t know where the mistake is. What they get is only puzzling information.

In summary, it is not difficult to see. It is very hard for teachers to "complete batch and revise" homework, but it restricts the hands and feet of teaching reform and restricts students' lively learning. Therefore, reforming mathematics homework marking methods should receive due attention.

2. Several attempts at correcting homework methods

Assigning homework and correcting homework are not only an important part of teaching, but also an important window for both teachers and students to obtain information. Carefully design, assign homework, and mark homework carefully. It can enable both teachers and students to receive correct information in a timely manner and speed up information feedback. Only when teachers and students work together can the purpose of doing homework and correcting homework be truly achieved, and the methods of correcting homework should be diversified. But the key is to mobilize students' enthusiasm and closely integrate teacher and student activities into a whole. To this end, the following attempts have been made:

1. Correct homework in class. After the new class, Jian Dang's homework can be completed in class. Answers will be discussed collectively and corrected centrally in class.

2. Correct homework in groups. Arrange students of different levels into two tables at the front and back, with each group of four people forming a group. The teacher will provide reference answers 5 minutes before each class. The group will correct each other and report the corrections to the teacher or the information group on typical examples and incorrect questions.

3. Teacher random inspection and face-to-face approval. Teachers must conduct spot checks on the assignments that have been corrected by the group to understand the assignments and corrections, and re-approval or face-to-face approval of obvious problems in the assignments.

4. The information team exchanges information in a timely manner. An information group is composed of department representatives and several classmates. Its main tasks are: (1) Collect typical wrong questions that appear in class assignments for "consultation", analyze the reasons for the errors, and propose correct answers for students to refer to. (2) Collect typical examples of novel and clever problem-solving methods, simple ideas, and multiple solutions to one question in homework, and share them with the whole class in a timely manner. (3) After each unit is taught, under the guidance of the teacher, the information group summarizes the positive and negative examples and communicates them to the whole class. In order to achieve the purpose of eliminating errors, broadening horizons, consolidating knowledge, and mastering methods.

The above attempts have turned students from passive to active, and turned teachers from solo actors into directors, giving full play to the enthusiasm of both teaching and learning. It also liberates myself from heavy labor and gives me more time to think about the design of classroom teaching and structure.