| The slogan of teacher specialization was proposed in USA as early as1970s，for the purpose to improve the quality of public education, andpromote teaching as true professionalism. But in our country, classroomteaching is established as a central part of curriculum reform, with teachers’professional development being the core of classroom teaching. Thespecialized growth of the teachers on the rfont refers to the continuousimprovement of the teacher5s educational thought, knowledge structure andeducational ability atfer they join in work. Due to the dynamism anddevelopment of education，educational skill and quality cannot be identiifedor improved constantly unless in educational and teaching practice.Homework correcting is the daily compulsory course of mathematicsteachers in senior high schools, for the quality of students’ homework is thedirect reflection of teacher’s classroom teaching. Even though we all knowits importance, how to keep a foothold in practical teaching and start withhumble things to raise the issue of homework correcting to the level of anordinary high school ’math teachers personal professional development is atopic worth lucubrating. This research mainly uses the writing of the recordsin correcting mathematics homework in10th grade to collect students’homework i’nformation and analyze students mathematical thinking levelrelfected in their homework, thereby to improve the author’s level ofclassroom teaching. Atferwards，non-homework correcting will be used to f’oster students consciousness of responsibility for their homework, and thenthe mode of homework exhibition evaluation will be used to urge students toform a good homework-doing habit and learning habit. The research resultshows:1.Theoptimization of homework correcting helps to increase students’consciousness of responsibility for homework, so that they will finish theirhomework with a positive attitude.87%of the students in experimental classcan finish homework seriously and independently,6.6and4.4percent higherthan reference classes. And71.7%of the students in experimental classnever copy homework,8.7percent higher than reference classes.2.Theoptimization of homework correcting is conducive for teachers tomake an objective analysis on student’s thinking level，as a result of whichteachers can offer rational guidance timel’y and students homework-doinghabit is improved greatly. Consequently,23.9%of the students havereviewed the contents the’yve learnt before doing homework, and30.4%ofthe students can often check homework and ponder the homework theirteachers have corrected,8‘7，10.8and13percent higher than that before theexperiment. The change of the students’ homework-doing habit has greatlyimproved their scores, and has also played a role in promoting the author’seffective teaching.3.Theoptimization of homework correcting has stimulated th’e studentsactive consciousness in learning mathematics.32.6%of the students aremore willing to ask questions actively,76.1%of the students otfen sort out the wrong problems in their homework, and30.4%of the students canarrange remaining time reasonably. The optimization of homeworkcorrecti’ng has fostered the students subject consciousness in doinghomework and learning, conducive to improving the efifciency of teachers’classroom teaching.Homework correcting is not a simple routine work, so this researchmakes a practical study on the mode of homework correcting and the modeof homework evaluation suitable for this school，thus providing an effectivereference for the settlement of correcting mathematics homework in10thgrade，and some research thoughts for how to ifnd and promote the value ofmathematics teachers in the c’orrection of students homework. |
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