How do teachers arrange and correct homework under the situation of new curriculum reform

As we all know, homework is an important link to consolidate knowledge and cultivate students' ability in the whole teaching process. It is based on teachers' design and aims at guiding and evaluating students. Students' homework is an important standard to test students' mastery and application of what they have learned, and it is also a major aspect for teachers to complete their own teaching tasks. It is the explicit expression of students' knowledge acceptance and internalization. Therefore, the teacher's homework is not a starry sky, but a creative artistic behavior. First of all, teachers should carefully arrange homework. The arrangement of homework directly affects students' attitude and quality in completing homework. Therefore, teachers should carefully arrange homework and let students do it seriously. I want to do the following about homework assignment: 1. Homework layout should be targeted to facilitate inspection and feedback. When assigning homework, teachers should focus on the key points in classroom teaching, with a plan, levels, difficulties, breakthroughs and improvements, so that students at all levels can make a difference, and teachers can also focus on correcting. If it is the same, it will be difficult to meet the needs of all students and even become ineffective labor. 2. The homework should be scientific and avoid being too complicated. The new curriculum reform emphasizes students' dominant position, and teachers become the guides and collaborators of students' learning. This requires teachers to explain scientifically in class, arrange content and time reasonably, and pay attention to practical results in homework at the same time to avoid deliberately pursuing deep difficulty. Even if there are some high-level questions, the teacher should point to something, and not all students meet the requirements. 3, homework should be interesting, so that students are willing to accept interest is the best teacher. Teachers should take this as a starting point when assigning homework, seek the effectiveness and skill of thinking training, and can change different assignment methods to fully mobilize students' sense of competition and cooperation. 4. Homework assignment should have evaluation function, which permeates all aspects of students' learning. As an extension of classroom teaching, homework plays a unique role in evaluating teachers' teaching and students' learning. The quality of students' homework directly reflects the success and deficiency of teachers' classroom teaching. Teachers can also judge students' learning situation at home according to homework, so as to adjust teaching ideas in time and correct students' learning methods and attitudes. Secondly, teachers should carefully correct their homework. I think assigning homework and correcting homework are the relationship between consciousness and behavior, and they are closely coordinated. If you just want to talk without action and operation, then homework will not play an auxiliary role in classroom teaching. This makes homework isolated from classroom teaching, which not only increases the burden on students, but also makes teachers feel heavy. Correcting students' homework effectively is one of the measures to improve students' interest in learning. With students' interest in learning, learning activities, including homework, are not a burden, but a kind of enjoyment and a pleasant experience, and learning efficiency will get twice the result with half the effort. On the contrary, if students are not interested in learning, the situation will be very different. As the saying goes, "one twist of the melon is not sweet", students are forced to study passively, and the learning effect can only be twice the result with half the effort. Therefore, teachers should strengthen in several aspects when correcting homework: 1, strengthen face-to-face criticism and give timely feedback. There is an old saying that "people are afraid of meeting, and trees are afraid of peeling." Face-to-face communication between teachers and students when correcting homework helps to understand students' inner world more deeply and discover their ideas. Students can also express their true thoughts in the process of dialogue with teachers. In this process, both teachers and students will deepen their impression of each other and melt many misunderstandings, which is conducive to the development of teaching activities in the future. 2, grasp the typical, multi-purpose inspirational language teachers tend to write some cliches when correcting homework, such as "very good, continue to strengthen", "not bad, still need to work hard". On the surface, it is encouraging students, but in fact, this kind of comment is very empty and general. None of the books point out the advantages and disadvantages of students' homework, which leads to unclear direction and students can't grasp it. If teachers can grasp several typical praises or encouragements and point out their advantages when correcting homework, then all students will affirm the standard of correcting homework, so as to constantly standardize their homework behavior and improve the quality of homework. 3. Pay attention to the quality of homework and regularly evaluate the quality and quantity of feedback. Quality comes first and quantity comes last, which shows that quality is the premise and quantity is the auxiliary. Our teacher should pay attention to this aspect when correcting homework. First of all, it depends on the quality of the work. If students' homework attitude is not correct, their handwriting is scrawled and full of mistakes, even if the amount is large, it will be futile. On the other hand, even a typical question can play the role of "simple but not simple" in a wide sentence. 4. Constantly reflect on teachers themselves and adjust teaching strategies in time. Homework correction is not only checking students, but also alerting teachers themselves. If individual students have problems with their homework, they can be blamed, but the common problems require teachers to seriously reflect on their teaching behavior and make corresponding adjustments in time to truly learn from each other's strengths. 5. Explore ways to correct homework. To improve primary school homework correction, students should be self-recognized, and various correction methods should be combined with new ones. Through conscious training, gratifying results can be achieved, mainly by the following methods; First, under the guidance of the teacher, students approve their own homework. Generally, it should be done in class under the guidance of the teacher. At the beginning of the training, explain the methods and correct the key points. For example, the correct answer can be announced by the teacher at first, and then gradually changed to be decided by the students themselves. This correction method is most suitable for classroom assignments and practice classes, which is time-saving and effective. Second, mutual correction between students. Mutual correction between students can be interchanged at the same table or between the front and back seats, so that students can correct their homework, avoiding the phenomenon of "correcting when they know their mistakes" in the past, which is of great benefit to cultivating students' sense of responsibility and evaluation ability. After exchanging the passed homework, students can carefully check the mistakes in the homework again, which once again plays a role in deepening students' thinking and cultivating students' ability. Third, timely use of language evaluation. When correcting homework, most of us are used to using "√" or "χ" to judge right or wrong. Students' thinking process, habits, abilities and qualities cannot be reflected, but these things are precisely the learning potential of primary school students. The evaluation results are often one-sided, which affects the ideological and emotional communication between teachers and students. Comments are a way of correcting homework, which helps students to understand the advantages and disadvantages of homework more clearly. The introduction of correcting Chinese homework, pointing out shortcomings, affirming achievements, and stimulating students' interest in learning, such as "novel thinking", "you make the teacher proud" and "you can do it if you work harder", etc ... These emotional comments make students feel the teacher's concern for him and confidence in themselves. Fourth, "zero homework correction" can also be implemented in primary schools. For middle and senior students, a similar attempt can be made. If students are allowed to criticize each other's homework in the morning reading class or at the beginning of the class, or teachers' sampling correction is combined with the help of teaching assistants, and the task of correcting homework can be completed within 30 minutes at most, teachers' energy can be concentrated on collecting wrong information, commenting on wrong questions, carrying out targeted exercises and comprehensively checking the corrected homework, so as to realize the leap from quantity to quality of teachers' work and make teachers' energy and creativity really be used in improving teaching quality. It's really a good idea to practice first and then evaluate, and then evaluate first! Batch homework is just a prelude, and paying attention to underachievers, analyzing mistakes and checking and correcting them are the main events. If we want to implement the "homework correction reform" in primary schools, the leading role of teachers should focus on: sampling correction and comprehensive review! Before students approve each other's homework, teachers should sample and correct the homework of gifted students and poor students. Comprehensive review means that after the students' family background is revised, the group leader is given a preliminary investigation, and then the group leader collects and submits it, and the teachers review it one by one. One is to check whether there are any mistakes in students' mutual approval, the other is to check whether there are any mistakes in students' revised homework, and the third is to check whether the revision meets the requirements. For example, I ask students to rewrite the vertical form when revising the written calculation, copy 1 times after revising the correct judgment questions, revise the oral calculation three times, and so on. In the daily homework revision review, there are always people around 10 who do not meet the requirements. I copied the student numbers of these people on the blackboard in time, and appointed class representatives to urge them to revise them again, which must be completed before the start of school. In order to correct the changes in time, the team leader and team members each add a star to motivate and cultivate students' sense of responsibility and quality. I tasted the benefits of "sampling, marking and comprehensive review". To put it simply, it is to enhance students' sense of autonomy, responsibility and honesty, so that teachers can shift their energy to "qualitative" work and have more time to study, think and practice! Primary school students' self-awareness and consciousness are relatively weak, so "zero homework correction" cannot be fully implemented in primary schools. The methods are summarized as follows: teacher sample correction, comprehensive review correction, eugenics correction as usual, and team leader supervision correction! Only in the open and well-understood macro-control and micro-inspection can teachers always be in a proactive leading position and always play the role of value leading and quality monitoring! What I have said above is mainly aimed at teachers who have homework corrections, but for teachers who have no homework corrections, it is not really unnecessary to correct them, as long as classroom teaching is guaranteed. Strictly speaking, the teachers of these subjects did not correct their homework, but did not give specific marks. Teachers of these subjects should also leave some practical assignments with strong operability and interest after the classroom teaching, as an effective supplement to the classroom teaching. The teacher really let these two parties