How to do a good job in papers and class evaluation in senior three. Wang Fangyin? First, importance? As students enter the high school stage, the amount of problem-solving is greatly increased. Before facing the college entrance examination, they have to face multiple stages of exams. As far as history is concerned, every time they finish a unit, they have to take a more formal exam. ? In this way, the evaluation of the test paper is placed in front of every high school history teacher, especially the senior three teacher. ? An excellent paper review can not only help students review the basic knowledge and find ways and skills to solve their own knowledge loopholes, but also improve students' ability to analyze and solve problems in an all-round way to adapt to the changing situation of college entrance examination. ? Second, the specific practice? Reasonable grouping and complementary advantages? First of all, the teacher divides the class into several study groups according to the characteristics of students' gender, grades, abilities and hobbies. ? When grouping, it is necessary to ensure that the students in the group are properly matched with good, medium and poor students, and it is appropriate to have a group of 6 people at the front and back tables to facilitate cooperative learning in class. ? Clear division of labor and guidance methods? Each group has a team leader who is responsible for handling and arranging all the affairs in the group. ? According to the actual situation, make appropriate fine adjustments to each group to minimize the differences between groups and make the competition fair and reasonable. ? There should be a clear division of labor among team members, so as to perform their duties and do their best, and finally form cooperation and achieve the goal. ? With a clear division of labor, we should also teach students some necessary cooperation skills. ? For example, let students understand that group members should respect and understand each other, be good at listening to the speeches of group members, and have their own thinking and value orientation in the process of listening; When encountering different opinions, wait for the other party to finish before adding or raising objections; We should actively encourage the wonderful opinions and independent opinions of team members in order to achieve mutual support; When encountering great difficulties and differences, we should be calm, learn to reflect and solve problems constructively. ? With these good habits, group cooperative learning becomes meaningful and individuals can get their due development. ? Lesson 2 Correct by yourself and collect wrong questions? Instruct students to use answers, textbooks and ask classmates for help to solve some relatively simple after-school problems, and report the remaining problems that individuals can't solve to the group leader, who will summarize them to form common problems, which is conducive to classroom discussion. ? In order to prevent individual students from taking the preparation before class seriously, the group leader is required to show the common problems of the group on the blackboard before giving lectures and evaluating classes, which is convenient for supervision. ? Therefore, it is very important to help students form the habit of efficient preview and lay the foundation for effective group cooperation. ? Co-correction within three groups, thinking collision? In class discussion, pay attention to guide students to sort out their ideas for doing problems. ? Generally speaking, most of them take the following steps: first, let students read the questions and find out the relevant restrictions, headwords and problems in the stem of the questions, so as to check whether the students understand the meaning of the questions and avoid digression. ? Secondly, guide students to analyze the knowledge and ability requirements involved in this question, so that students can know where they are wrong, why they are wrong, and how to stop making mistakes; Each question is asked by one person, listened by many people, asked by many people and explored by many people, so as to avoid talking at the same time and affect efficiency. ? After the discussion, the group leader is responsible for crossing off the solved problems from the blackboard, and cooperating with the group for the problems that cannot be solved after the discussion. ? Four groups cooperate to improve together? The remaining questions after group discussion are not exactly the same for each group. Each group can put forward their own good questions and explain them, so as to realize cooperation and complementarity among groups. ? Finally, the remaining common questions are explained by the teacher. ? It should be said that the learning process of group cooperative learning is a cyclical process. ? After teachers ask questions or find problems by themselves, students try to solve problems through reading from the beginning of enlightenment, and then carry out group cooperative learning, so that students can exchange their learning situation, show their learning ideas, make group judgment and synthesis, and get methods and ways to solve problems; Finally, reflect and deepen to find deep-seated or new problems, so as to promote the further deepening of group learning. ? Third, several issues that need attention. 1 teachers should keep a peaceful mind. ? After the results come out, not all of them are as the teacher wishes. Don't be furious. This will not only be bad for students' study, but even confuse them and shake their learning motivation. ? Good test papers can be praised with examples, such as clear thinking, standardized problem solving and flexible thinking. And students can also introduce their own experiences; Teachers with big problems should patiently help them correct and let them know what to do in the future. ? We should also dialectically analyze their wrong answers, affirm their reasonable components, and work with them to correct their wrong answers, so that they can gain knowledge satisfaction and pleasure in praise, help them enhance their self-confidence, eliminate their sense of oppression, and achieve victory without arrogance and defeat without grace. ? Teachers should be fully prepared before class. Because students are the main body of evaluation questions, teachers should establish clear evaluation objectives by analyzing students' test papers and contacts, clarify what knowledge defects to fill, what learning methods and test-taking skills to master, what knowledge transfer ability to have, find out the main points of students' failure, and confirm the main problems and reasons exposed in this exam, so as to solve more important and urgent problems; Make universality and typicality the main teaching objectives. ? For example, the first round of review can focus on knowledge, the second round can focus on the ability to solve problems with knowledge, and the third round can focus on the psychology and skills of taking exams. ? Only when the goal is clear can the evaluation be targeted and effective. ? The central goal of lectures and evaluations is to let students know where they are wrong, why they are wrong, and how to stop making mistakes. This requires that lectures and evaluation teaching should not only stay on the analysis of specific test questions and the guidance of problem-solving methods, but also comprehensively review what knowledge and confusing concepts are related to test questions during evaluation, so that students can find the defects of knowledge through testing and evaluation, and at the same time deepen their mastery and understanding of knowledge. ? 3 learning guidance should run through? In the process of cooperative learning, teachers should be good at using methods, strengthen the guidance of students' learning and stimulate their enthusiasm for learning. ? ① Create a good cooperative learning atmosphere before cooperative learning. ? Finding problems is the beginning of studying problems, and solving problems is the premise of learning. ? Learning means learning before asking, learning to ask and learning to ask. ? If you only learn not to ask, you will be ignorant; If you just ask and don't learn, the content of the question is like passing clouds; Only by studying and asking questions can we face high standards and move towards new heights. ? In the class, we should establish such an atmosphere of public opinion. ? (2) When students carry out cooperative learning, teachers should not "stand by", let alone prepare for the next link. Instead, we should walk from the podium to the students, patrol between groups, observe and interfere with the cooperation of each group, and be aware of the cooperation of each group! At the same time, teachers should give timely and effective guidance on various problems in students' cooperation to help students improve their cooperation skills and successfully complete their learning tasks. ? For example, explain the operating procedures to groups with unclear tasks; Give timely praise to the smoothly developed group; Provide timely advice to groups that deviate from the theme or encounter difficulties in cooperation and exchange; Check the team that completed the task; Supervise the responsibilities of team members and so on. ? With the participation and guidance of teachers, students' group cooperative learning can avoid "temporary prosperity" and "flashy" invalid cooperation scenes, and students' cooperation and communication can be more effective! ? In short, there are many things to pay attention to when marking papers. As an educator, you must not end up in a hurry and just announce the answers to the students. In this way, you can't achieve the purpose of the exam, you won't enlighten students too much, and you will waste time.