Research On The Present Situation And Coping Strategies In Elementary School Mathematics Homework Evaluation

Students’ homework can promote student-teacher communication,not only reflecting students’ mastery of knowledge,but also reflecting teachers’ teaching results.As one of the most important lesson types in the primary school stage,homework evaluation can help students to check and fill in the gaps,improve students’ thinking ability and problems solving ability,and help teachers to self-reflect and grow.However,in the real classroom,the effect of primary school math homework reviews is not ideal.Teachers unilaterally output more,ignoring the students’ acceptance of knowledge,which in turn affects students’ interest in learning and limits the role of commentary.In this study,teachers and students of W Primary School in Kaifeng City were used as research subjects,and several research methods were used: classroom observation,questionnaire survey and teacher interview.Classroom observation is carried out from two first-level dimensions of teacher teaching and classroom culture,of which teacher teaching is divided into three observation points: homework evaluation link,homework evaluation content and homework evaluation objectives;classroom culture is divided into three observation points: student thinking,interaction and teacher evaluation.The questionnaire survey was conducted from five aspects: students’ learning experience,students’ learning gains,teachers’ way of organizing teaching,teachers’ handling of topics,and students’ active learning.Teacher interviews are divided into three aspects,namely teachers’ attitudes,methods and teaching effects towards homework evaluation.Through questionnaire surveys,teacher interviews and usual observations,it was found that there were the following problems in the primary school mathematics homework evaluation of the school: teachers attached too much importance to the homework itself,lacked the awareness of problem attribution and evaluation of students,and at the same time,the way and subject of classroom evaluation were relatively single,resulting in low student enthusiasm and low quality of homework evaluation in teaching effect.The study believes that the following reasons are caused: first,teachers do not attach enough importance to homework evaluation;second,teachers have a weak sense of reflection;third,teachers ignore the characteristics of primary school mathematics disciplines;fourth,teachers ignore the subjectivity and difference of students;fifth,teachers are accustomed to traditional models and lack of innovative awareness of evaluation.In order to improve the efficiency of teachers’ teaching,I think the most important thing is that teachers should figure out the reasons for students’ homework errors.I divide the causes of students’ mistakes into four categories,namely calculation errors,unclear examination questions,unclear concepts,and poor consideration.On the other hand,teachers should stimulate students’ interest in learning.Teachers can increase students’ interest in learning by encouraging and engaging students in class discussions.Finally,teachers should improve the efficiency of the classroom,the first point is that the teacher should determine the teaching goal;the second point is that the teacher should carefully select the mathematical problems that need to be evaluated;and the third point is that the teacher should track and guide the student’s learning performance.