多年来,数学老师在批改作业,比较学习差异时,单纯的用“对”或“错”来评价学习思维,不但枯燥乏味,缺乏激励性,甚至,影响师生间思想、情感的交流,直接影响学生的学习情绪。如何通过作业的批改,更好地提高学生学习兴趣,发挥其主体能动性?这是一个值得探讨的问题。在此,仅谈我在批改数学作业方面的一点。 Over the years, when math teachers change their assignments and compare their learning differences, they simply use “” or “wrong ” to evaluate their learning thinking. They are not only dull and lacking in motivation, but also affect the teachers and students’ thoughts and emotions The exchange, a direct impact on student learning emotion. How to improve students’ interest in learning and give play to their subjective initiative through the revision of homework? This is a question worth exploring. Here, just talk about my point in correcting math homework.