A Research Of Theory And Practice On Junior Middle School Students' Mutually Homework Correction

Correcting homework is a necessary part in teaching, it has important meaning to student's development. At present, teachers correct each student's homework. This way of correcting homework has some disadvantages: First, it is not good to cultivate student's spirit of independence and it is not in harmony with the new studying forms of independence,cooperating,exploring .Second, it has not brought good results which people expected. Students have four attitudes to their homework which were corrected by teachers intently: the first, students pay no attentions to the corrections; the second, students have seen the corrections, but not understood the answers.; the third, students can understand the correction, but they have no deep impressions and they will forget the right answers before long; the fourth, students think over the corrections, then, they understand and learn from the corrections. However, according to the survey, there are only 40.1 % of the students thinking over the teachers' corrections and having deep impressions. It takes teachers too much time to correct students' homework one by one. It makes teachers tire, further more, teachers maybe play at correcting homework because of tire. Teachers got half the result with twice the effort. So it is necessary to reform this way of correcting homework.Then students correcting homework mutually came forth. This thesis brings forward the view of students correcting homework mutually with the help of teachers. This new correction form has four marked characteristics: First, students correct homework mutually with the help of teachers. Second, it happens at the beginning of the class, and last for about ten minutes. It influences the traditional phenomena which class was ruled by the teacher's voice. Third, separating student's error correcting book from exercise book. It makes chances for students to think again about the problems. Fourth, tracking problems. Student marks problems which his or her partners do not understand. Students track the problem by themselves; teachers or the group leader also track the students' problems.If we want to carry out this correcting form, we should do the following steps: the first step is training the students, including training student's attitudes and behaviors. At first, teachers should make the students understand the importance of correcting homework mutually. Then teachers should explain clearly how to correct homework mutually. The second is making groups and choosing the group leaders. The third, correcting homework mutually. Fourth, tracking problems after class.By teachers' practicing , it is turned out to be feasible to carry out this new correction form, we also proved that this kind of correction have brought obvious effect: For teachers, it has advanced teacher's occupational happiness; For students (including laggard students): First, their cognitive capabilities have been improved, this embody the boost of student's error correction frequency, the improvement of students' grades and the widen thinking. Second, student's feelings has developed healthily, laggard students become confident, and they has formed proper self-admit. And top students knew themselves better in the process of helping others and enjoyed others; the relationships among the students are now more harmonious. At last, correcting homework mutually fostered the students subjectivity: fostered students the consciousness of initiative participation, boosted up social adaptability, cultivated creativity.