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批改学生作业是检查教学效果的最主要的形式,教师可以通过批改学生作业进行信息反馈,而且信息反馈愈及时,愈畅通,教学效果愈好。 目前许多青年教师批改作业存在两个问题。一是轻视课内批改作业的作用,而将作业批改工作放在课后。这样做只能将教师往作业堆里推,还使学生缺乏对自己作业质量做出自我评价的责任心。二是批改作业只讲究形式,不重视效果。有些青年教师在课堂上了解学生作业情况时,只通过举手的形式获取信息,当看到许多学生都举手表示做对时就感到相当满意。其实利用这种方法获取的信息含“水分”很高。至于学生做错的原因,错题的类型,教师不加追究。针对上述问题,我在批改作业方面作了一些尝试和探讨。
Correcting students 'homework is the most important form of examining the teaching effect. Teachers can feedback the information by correcting the students' homework, and the more timely and smooth the information feedback, the better the teaching effect. At present, many young teachers have two problems in correcting homework. One is to neglect the role of correcting assignments in class, and assign assignments to class after class. Doing so can only push teachers into the stack and leave students with a sense of responsibility to make a self-assessment of the quality of their work. Second, modify the homework only pay attention to the form, do not pay attention to the effect. When some young teachers learn about students' homework in class, they only obtain information by raising their hands, and are quite satisfied when they see many students raising their hands to do the right thing. In fact, using this method to obtain information containing “water” is high. As for the reasons for the students doing wrong, the wrong type of question, the teacher without further investigation. In response to the above problems, I made some attempts to criticize homework and discussion.