The Research Of The Relationship Between Homcwork Correction Of Junior Students And Learning Motivation,the Creative Question-asking Ability

The advancement of elementary education reform has changed the concepts and actlons of the current education development, and focusing on students is the age requirement of elementary education reform, and the core idea of the requirement focuses on students’ development. Beth educational theory researchers and workers have practiced the concept ef focusing on students’ development in the process of theirstudy and work. They consider each student as an independent and developmental individual with the subjectivity during the new thinking and practical expBoration. The many disadvantages of homework have alerted the education field and the whole society, a large number of researchers pay attention to the research of homework.Effective homework correction is an important factor, which affects the students’ learning and the teachers’ work. And the research of that helps us enrich the theory of the homework correction and improve the students’ learning efficiency, and arose reduce the teachers’ workload, in this paper, we use the junior students of middle school and their teachers as study object. By using a variety of methods, such as questionnaires, interviews, teaching experiments, we do the research about the homework correction, study motivation and creative question--asking ability.And we also find the relationships of the three aspects. The mainconclusions of the study are as follows:First,in current way of correcting mathematics homework, theteachers who have mastery of accurate knowledge of the disciplineare considered as evaluators, and they can accurately point outerrors in each student’ homework. Also, homework totallycorrected by teachers can understand students’ learning level onthe whole and have focuses on different levels of students.Somestudents can find the errors in the homework through the homeworktotally corrected by teachers, which can guide students to studywell by themselves.Second,the teachers are only aware of one-sided of correctingfunctions, that the excitation function and education functionduties haven’t been reflected during the homework correction. Thegraded homework has tiny influence to the following teachingschedules and also the students’ future studies. Due to outsidepressure, there is a huge difference between the main subject andthe actual of the students and teacher expectation. And there aresome teachers hold a perfunctory attitude while doing thehomework correction. The symbols, which teachers and studentsprefer are significant different. The frequency that the teachersuse the comment cannot satisfy the students’ demands. Theteachers always throw too much emphasis on the gain of knowledgeand skills but lack of guiding students’ emotions, attitudes, valuesand letting students experience the learning process and methods.There lacks of communication between teachers and students. Teachers can recognize the individual guidance will promote thedevelopment of students, however, there are only few teachers willtake the initiative for students individual guidance and the methodswhich some teachers use individual guidance should berationalized.Third,the student lack of knowledge about the function ofhomework correction and thought the homework correction hasnothing to do with them. The students didn’t connect the homeworkcorrection to their self-improvement and the promotion ofcorrection skills. Adolescent high school students eager to getattention and recognition of the demand cannot be met, andemotional needs are largely ignored. When they have problems inlearning, most students do not keep trying to complete. Studentsneed to improve seeking FAQ’s enthusiasm and initiative.Fourth, homework correction has a significant impact onstudents’ study motivation."Half homework correction" willstimulate students’ learning motivation; especially help them toimprove internal motivation, external motivation and sense ofcontrol of the study motivation.Fifth, homework correction has a significant impact onstudents’ creative question--asking ability. Compare with thetraditional way of homework correction,"half homeworkcorrection" more can promote the development of students’creative question--asking ability.Sixth,study motivation has a significant impact on students’creative question--asking ability. The creative question--askingability of groups with high motivation students increased more than that of low motivation group.Seventh,the way of correcting the homework and learningmotivation are the main factors influencing the improvement ofstudents’ ability to raise creative questions.