作为数学课堂教学延续的作业,对学生来说有着温故知新、熟能生巧的作用。然而,对我们教师来说,在批改中往往习惯于用“√”、“×”来判断正误,再加上一个等级就完事了。这种评价结果常常带有一定的片面性,也缺乏激励性,不能全面衡量一个学生的基本素质和学习潜力。如果教师在批改作业时能试着在作业本上写上针对性的评语,或者提出要求,或指明努力方向,让每个学生都感受到教师对自 As a continuation of mathematics teaching homework, the students have a warm new knowledge, practice ability to make ends meet. However, for our teachers, it is often accustomed to use “”, “x ” to correct mistakes in the correction, plus one level to finish the work. This evaluation often with some one-sidedness, but also the lack of incentives, can not fully measure a student’s basic qualities and learning potential. If a teacher can try to write a pertinent comment on a homework assignment or modify a homework assignment, or ask for directions or indicate directions of effort so that each student feels the teacher is right