Research On The Causes Of Large Errors In The Subjective Questions Of High School Mathematics Online Marking

With the development of information technology,traditional examination methods such as manual examination have gradually been abandoned in the current college entrance examination.Instead of using online marking as a more efficient and convenient way of marking,some high schools have adapted students to the Internet in order to connect with the college entrance examination.The way of answering questions in examinations and reducing the intensity of teacher's marking work is also used in the usual quiz or final exam.In the scoring in the promotion of new,often some students took their volume and answer math teacher subjective questions to check their own score,and the score and the actual level of the students deserve the score gap phenomenon.Domestic and foreign relevant theories have many results on the causes and solutions of subjective errors in online reading.However,there is no analysis of the causes of the large errors in the disciplines of high school mathematics and teachers' usual online questioning.But for online marking widely in high school,so that online marking more and more common in high school,so to solve high school math teacher subjective questions online marking problems looming large errors.This article mainly investigates and studies the actual status of the online subjective examination of high school mathematics teachers.The overall idea of this article: First,it investigates the current status of high school mathematics teachers online reading,and from all angles understands the actual situation of high school mathematics teachers in online marking,and then finds out the problems and conducts further investigations against the existing problems.The reasons for the emergence of large errors were analyzed and integrated for various deficiencies,and some rationalization suggestions were made.There are five chapters in this article.The first chapter introduces the reasons for the research content,the overview of existing research,and the significance of the research.The second chapter analyzes the characteristics of online marking,online marking,and the process of online marking,which lays a theoretical foundation for the study of this article.The third chapter is to investigate the situation of high school mathematics teachers online reading,to find out the deficiencies.The fourth chapter is to carry on further investigation to the deficiency that exists,analyze the reason from it.The fifth chapter proposes some practical suggestions for the above-mentioneddeficiencies.In this paper,30 senior high school mathematics teachers were interviewed to investigate the situation of high school mathematics teachers' online subjective questions.It was found that the high school mathematics teachers have the following deficiencies in online subjective examination:(1)Math teachers are referential before marking.The development of answers and scoring standards is not comprehensive enough.(2)Math teachers are not careful when reading.(3)Math teachers are reading too fast.(4)The mathematics teacher lacks examination during the marking.(5)The mathematics teacher's reading environment has interference.(6)Mathematics teachers do not pay attention to rest during the marking process.(7)Insufficient communication among mathematics teachers in the marking process.(8)The math teacher mishandled the error test.(9)The math teacher lacked the communication summary of the scoring experience after the reading.According the insufficiency and causes of high school mathematics teachers' online marking,I proposed a corresponding solution to reduce errors:(1)Teachers should take students' diversified answers seriously during the marking process.(2)The teacher's reading sequence should be combined from the front to the back and the whole.(3)The teacher calculates the score to reduce the error during the scoring process.(4)After the teacher finishes scoring,he must check again and read the next one again.(5)Teachers should be more objective in the marking process and avoid subjective influence.(6)The teacher pays attention to the speed and time of marking during the marking.(7)The teacher pays attention to appropriate rest during the reading.(8)Teachers need to create a quiet and orderly marking environment during the marking process.(9)The relevant leaders monitor and control the marking process in real time during the marking process.(10)Teachers should carefully review the error test paper.(11)After the marking work is completed,the leader of the reading group shall carry out the activity of scoring experience exchange.(12)Teachers should guide students in accordance with the online marking experience.