| Homework is an important part of students’ daily learning activities.The notice on strengthening homework management in compulsory education schools issued by the general office of the Ministry of education on April 8,2021 clearly points out that "homework is an important link in school education and teaching management and a necessary supplement to classroom teaching activities." Primary school students often make mistakes in their math homework.These mistakes expose the knowledge loopholes in the process of learning mathematics,which is the crux of their learning.Mathematics knowledge has the characteristics of systematization,ladder and connection.The mastery of the previous knowledge determines the learning situation of the later knowledge.In the process of learning mathematics,if students do not correct the wrong questions in time to make up for the knowledge loopholes,the knowledge loopholes will roll bigger and bigger like a snowball in winter,and finally the accumulation will be difficult to return.Therefore,primary school students need to correct and review the wrong questions in time,In order to make up for the knowledge loopholes and improve the knowledge structure,but in the actual teaching,it is found that many primary school students do not pay attention to the correction of wrong problems in mathematics homework,and there are repeated mistakes in the same topic or similar topics,which not only affects students’ interest in learning mathematics,but also puzzles many front-line teachers and gradually doubts their ability.Therefore,the research on the correction of Mathematical Homework errors in this study mainly solves the following three problems:(1)How do primary school students view the wrong problems in mathematics homework and what is the current situation of correcting the wrong problems in mathematics homework?(2)What kind of attitude do teachers take towards students’ wrong math homework and how do they carry out the correction guidance of students’ wrong math homework?(3)Through the implementation of the measures to correct the wrong problems in students’ homework,can we improve the mathematics academic performance of primary school students and change the students’ attitude towards the correction of wrong problems in mathematics homework?In view of the above problems,the author selected two parallel classes in the sixth grade of the internship school for experimental research.Firstly,through the current situation investigation,the author found that there are mainly the following problems in the correction of primary school students’ Mathematical Homework mistakes: the primary school students’ understanding of Mathematical Homework mistakes needs to be strengthened,the primary school students’ attitude towards the correction of Mathematical Homework mistakes is not good,the correction methods of primary school students’ Mathematical Homework mistakes need to be improved,and the utilization of primary school students’ Mathematical Homework mistakes resources needs to be improved.Through the interview with teachers,it is learned that teachers have a more accurate understanding of the role of correcting mathematical homework mistakes,teachers have a more positive attitude towards correcting mathematical homework mistakes,and teachers also take different measures when guiding students to correct mathematical homework mistakes.However,the effect of correcting the wrong questions in students’ mathematics homework is not ideal.The reason is that there may be some problems in Teachers’ guidance strategies,students’ habit of correcting wrong math homework and the specific implementation process of guidance strategies,which is also the problem to be explored in this study.Combined with the results of previous research and current situation investigation,the author designed and adopted some measures to correct the wrong problems in primary school students’ mathematics homework,fully considered the intervention measures,teachers and students and carried out a one semester experimental research.During the experiment,a variety of measures were adopted to correct the wrong problems in primary school students’ mathematics homework,including: establishing the wrong problem book of mathematics homework;Test every Monday;Help one-on-one;Individualized tracking;Improve the way of homework correction,etc.After a semester’s experiment,the above measures have obvious effects on improving the mathematics performance of primary school students and correcting their attitude and understanding of correcting homework mistakes.Through the comparison of the math scores in the final examination between the experimental class and the control class,and the comparison of the math scores of nine students tracked by the experimental class before and after the experiment,it is concluded that the correction of wrong math homework can improve the math learning performance of primary school students;By comparing the attitudes of the students in the experimental class towards the correction of Mathematical Homework mistakes before and after the experiment,and the feelings of the nine students tracked by the experimental class on the correction of Mathematical Homework mistakes after the experiment,it is also concluded that the correction measures of Mathematical Homework mistakes implemented in this experiment can improve the primary school students’ attitude towards the correction of Mathematical Homework mistakes,Make students gradually realize the importance and value of correcting mathematical errors.After the experiment,the author made an in-depth reflection on the intervention measures for the correction of wrong questions in primary school students’ mathematics homework: as for the format of wrong question book of mathematics homework,only when the functions of each part of the format are explained clearly to the students,the students will correct the wrong questions according to the specified format;The weekly test can not only make students deeply realize the importance of reviewing math mistakes,but also increase the channels for students to share mistakes;One-on-one assistance should be given to the best helper according to the characteristics of students who need help;Individualized tracking should focus on students with weak learning foundation;When correcting homework,targeted comments should be given according to the different characteristics of students in order to give full play to the role of comments.This paper puts forward two suggestions for the correction of wrong math homework questions of primary school students: teachers should strengthen the re approval of the correction of wrong math homework questions of primary school students,and teachers should establish appropriate reward measures.At the same time,when conducting similar experiments,researchers should pay attention to the training of students before the experiment to ensure the smooth development of the experiment. |
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