论文部分内容阅读
作业是教师教学中不可或缺的一部分,是学生掌握知识的反馈,也是教师教学的一架反光镜。然而,由于教师日常的烦琐工作,可能无暇顾及,最后在作业中仅仅反馈的是A、B、C或者优、良、中之类,尤其是数学教师,经常会以百分制来评价,以此来反馈作业的不同层次。当然,大多数学生拿到这样批改的作业,倘若是A,定然高兴,但是他会将作业置之一旁;倘若等次不好,学生也不会定下心来,认真思考自己的错误,也会将作业搁在一边。
Homework is an indispensable part of teacher’s teaching, a feedback of students’ knowledge and a mirror of teacher’s teaching. However, due to teachers’ daily cumbersome work, they may not have time to think about it. In the end, only the feedback of A, B, C or excellent, good, middle, and the like, and mathematics teachers in particular, are often evaluated in terms of percentiles. Different levels of feedback homework. Of course, most students get such a modified homework, if it is A, certainly happy, but he will set aside homework; if the wait is not good, students will not settle down, seriously consider their own mistakes, will Put aside homework.