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在作业批改中有这样一种情况:教师“评讲过”,可下次作业学生“仍又错”。这就是说教师“讲过”并不意味着学生“会做“,更不等于“能灵活应用,真正掌握”。怎样提高评讲的效益呢?关键在于教师的评讲技巧,要“讲”得有针对性、深刻性、形象性,学生“练”得实在,才能提高教师“讲”的效果,使学生通过“讲”有所得,“练”有所获。一、针对性评讲时,不要不分轻重、难易、主次,从第一题直到最后一题平均使力,“详细”地一一评讲。而要在讲前认真研究学生的作业找出存在问题,给予归类组合,弄清哪些是大面积学生存在的问
There is such a situation in the homework revision: The teacher “criticized”, but the next homework student “is still wrong.” This means that teachers “speaking” does not mean that students will “do”, not to mention “flexible application and real mastery.” How to improve the effectiveness of the assessment? The key lies in the teacher's commentary skills, to “speak” was targeted, profound, visual, students “practice” in real, can improve the teacher “stresses” effect, so that students through “Speak” have income, “practice” have received. First, the targeted comment, do not regardless of severity, difficulty, primary and secondary, from the first question until the last question average force, “detailed” one by one commentary. In order to find out the existing problems, we should carefully study the students' homework before giving a lecture and give a classification to make clear what is the existence of a large area of students