Years of facts show that the key to improving teaching quality lies in improving classroom teaching structure, reforming teaching methods and improving the efficiency of 40-minute classroom teaching. Our homework correction is mainly to let teachers get feedback of teaching information. Teachers must first deal with this primary and secondary relationship in order to get rid of the heavy homework correction. Therefore, teachers should prepare lessons carefully and infiltrate the understanding and application of knowledge into the classroom. For example, the homework after class is called "directional homework". This kind of homework is to check whether students have mastered what they have learned in class, so it can't be ignored. I think it's best to finish it in class. First, it is the focus of teaching and should be organized in the teaching process; Second, it is conducive to finding students' mistakes in time and correcting them in time; Third, it is easy to correct in class and does not occupy spare time. Of course, in order to meet the above requirements, we must carefully design the teaching plan and incorporate the directional homework into each teaching link step by step. In this way, the amount of homework is not large, the quality of homework is also high, and the speed of teachers' patrol correction is also fast.
Of course, some knowledge can not be consolidated and extended only by the limited four minutes in class, but it must also be done in after-school homework. If the quality of students' homework is poor, the teacher needs time to correct it. This is because students' interest in active learning is not stimulated, and finishing homework is regarded as a chore, so students will do their homework hastily and make many mistakes. Therefore, we should also carefully design homework, and the layout of homework should be few and precise, hierarchical, selective and fresh. If students are given "optional homework", this kind of homework is to let students write their own questions after learning a certain text and do it according to two principles. These two principles are:
1. Digest and attract particularly good content in the text;
2. Check the weak links that you have not mastered, and the questions can be practiced from papers, questions and texts.
Looking for different forms of questions in learning or newspapers and periodicals can also compete with each other to see who has more questions, which is more vivid and more difficult. In this way, students' initiative may be mobilized, their attitude towards homework will be more serious, their handwriting will be more neat, and the correct rate will be improved.
When we check and correct homework, teachers can also give play to the enthusiasm of "little assistants" and students themselves, try to reduce the burden of teachers' correction and cultivate students' sense of responsibility and honor. For example, take the test paper as an exercise and arrange it to be completed in class. The test paper is required to be completed within a certain period of time, and a certain period of time is arranged for proofreading, correcting mistakes and correcting at the same table. It is allowed to correct mistakes after discussion, but it is necessary to mark "×" or "√" beside it as the weak link of review, which will not affect the paper grade. As long as the handwriting on the paper is neat and the revised answer is correct, you can get good grades.
The advantages of doing this are: (1) proofreading the answers in time, which meets the psychological needs of students; (2) Correcting mistakes, so that they will not spread, which is conducive to mastering knowledge; (3) There is no fear during the exam. Finish your homework and have fun. Students in middle and lower grades can also get good grades and taste the joy of learning success. This not only saves time, but also stimulates the underachievers and mobilizes the enthusiasm of the next 30% students.
Finally, teachers should pay attention to the evaluation of homework and stimulate students' good habit of writing carefully through evaluation exhibitions. For example, before I write an assignment every day, I summarize and comment on the last assignment in my class, announce the list of students who have written neatly, have the right attitude and creativity to complete the assignment, talk about the problems in other students' assignments, and show the best assignments to everyone through physical projection. A week later, the students' enthusiasm and seriousness in completing their homework have been greatly improved.
In short, as long as teachers affirm their brains, take care of students' physical and mental health development as the starting point and love themselves and students as the basis. We can find more and better ways to free ourselves from the heavy homework correction.