The small exercise tells the students' reflection on not correcting mistakes in time.

In the classroom evaluation exercise, the teacher lists the answers one by one on the blackboard. Students often learn passively, and the teacher is tired of speaking, and the effect is not obvious. I'm also commenting on the test paper today. I gave a lesson to Class 6 (6) in the usual way, and I felt very tired. Then I have to go to Class 6 (3) in the second class, which is already exhausted. Before class 6 (3) started, I had predicted the possible problems in the student union. Students are particularly upset when evaluating classes and exercises. Students who are good at it are especially active, and there is always reason to talk to their classmates. In short, they don't want to listen and are not interested. As Class 6 (3) has a good foundation, the basic exercises are enough to answer correctly. I quickly finished the previous content, leaving a question for thinking. The topic is: the ratio of the number of students in the school's art interest group and music interest group is 5:4, and there are 7 people who joined the art interest group halfway, so the ratio of the two groups is 8:5. How many people are in each of the two interest groups? This question is more difficult. According to the usual teaching method, I finished writing the answer. Students who can understand it will understand it, and those who can't understand it will forget it.

Just finished reading the topic, the classroom is very quiet. Unlike the noise just now, the students are studying hard and thinking about the topic. I guess many students won't. Seeing the students suddenly getting serious, I had an idea and asked casually: Who can do it? Several students raised their hands confidently, and other students cast envious eyes. I also looked at them with surprised and puzzled eyes, wondering if their thoughts were the same as mine. Past experience tells me that as a teacher, the angle of thinking is often different from that of students, and students' ideas are often recognized and understood by most students. These students' methods were quickly presented to me, which really didn't surprise me. There are so many ways for students! So I quickly affirmed that these students' practices were correct, showed their practices, and asked them to talk about ways to solve problems.

The practice of the first classmate:

Solution: Suppose there are X people in the original music interest group.

1.25X+7= 1.6X

X=20

1.25X= 1.25×20=25

A: There were 20 people in the music interest group and 25 people in the art interest group.

The practice of the second classmate:

5: 4 = 25: 20 8: 5 = 32: 20 32-25 = 7 7 ÷ 7 =1(person)

1×25=25 (person)

A: There are 25 people in the art interest group and 20 people in the original music interest group.

The practice of the third classmate:

Solution: Suppose there were X people in the original art music interest group.

4/9X=5/ 19(X+7)

X=45

45×5/9=25 people 45×4/9=20 people.

A: There are 25 people in the art interest group and 20 people in the original music interest group.

These three students have different ways to solve problems. Their clear explanation won the applause of the students. I find it difficult for students to understand such a difficult question, and even give up the idea of commenting or just talk casually. However, the wonderful ideas of my classmates inspired me a lot. An ordinary practice class of commenting and commenting can also be brilliant, sparking the wisdom of generate students.