| As daily homework students’ an important mathematics learning activity, math homeworkcorrection is an important work for mathematics teacher. Homework grade for math teachers,students and their parents play important roles. For mathematics teachers, for example,correcting the homework is helpful to understand students’ degree of learning and masteringthe new knowledge and to improve the teaching; For students, the math homework grade ishelpful to understand their own grasp, to know their own advantages and disadvantages; Forparents, grade math homework is helpful them to understand children’s mathematics learningsituation, but also an important way to communicate with mathematics teachers.But the fullplaying of its function depends on the homework correcting strategies of relevant personnel. Inview of this, this study intends to the mathematics homework correcting strategies research ofelementary school higher grades in Jinan as an opportunity to understand of the presentsituation of mathematics homework grade in the elementary school higher grades, to explorethe effective homework correcting strategies. This study is conducive to develop and expandthe math homework correcting strategy theory, to improve first-line teachers correctingstrategies.This paper includes four parts. The first part makes a more in-depth understanding of thehigher grades mathematics homework correcting current situation in the Jinan N elementaryschool. It mainly adopts questionnaire survey method, interview method and productanalysis.Survey content mainly includes homework grade standards, correcting range,correcting methods, feedback, rewards and punishments.The second part based on the analysis of investigation results, includes the problemsexisting in the higher grades math homework correction in Jinan N elementary school:Indiscriminate correcting range, single standard; Single correcting type, much for teachers tocorrect; Improper way of correcting, mainly show as traditional and use range divided notclear correcting symbols, the single evaluation method, centennial system still used by someteachers, few and lack of emotion comments, few parents’ participation opportunities; Somestudents improper attitude and practices towards the wrong mathematics problems, the missingcorrection again by part of the teacher, improper attitude of correction face to face; The imperfect rewards and punishment mechanism of homework.The third part based on the analysis of the traditional education and the traditionalexamination system’s influence to homework correcting strategies, obtains the causes ofthese problems mentioned in the second part. The traditional education and the traditionalexamination system seriously affects the first-line teachers, especially old and remote areasteachers’ correcting concept, strategies and the behavior, so that correcting not only hinders theeducational and developmental function of homework correcting into full play, alsocontributes to the teachers’ physical and mental problems.The fourth part is the suggestions to build effective correcting tactics. It mainly includes sixaspects: Set up the correct education idea, deepen the understanding of homework correction’simportance and roles; Select reasonable correcting range, develop multi-agent andmultidimensional correction standards; Comprehensively use various correcting types,increase the chance of the participation of students and parents; Present correction resultsproperly, develop diverse and easy-understanding correction symbols,use emotional comments,rich evaluation methods, and standardize grade system; Reflect on the homework, includingguiding students to form proper attitudes and practices to the wrong mathematics problems,correct again homework in time, the attitude to correction face to face and improve itscorrection skills; Establish and perfect the rewards and punishment mechanism, use of rewardsand punishments properly. |
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