批改作业,是教师不容忽视的一项日常工作。习惯上,多数教师在规范批改作业的符号、等级(评语)、日期等常规性工作之时,却往往忽视了对作业存在问题的登记、分析、研究,导致教学收效甚微。多年来,笔者有意识地登记学生的作业情况,大致经历了三个阶段,但是不同的阶段有着不同的收获与思考。第一阶段:登记姓名,且督且导面对数十名学生的班级,不交作业或迟交作业的现象时有发生。初涉教坛时,每每批改一次作业,我都要数一数上交了几本,发现本数少了,就到班上问 Correcting homework is a daily routine that teachers can not ignore. It is customary for most teachers to ignore the registration, analysis and research on the existing problems of work in the process of standardizing the work such as changing the symbols, grades and dates of the assignments, which leads to little effect of teaching. Over the years, I consciously register students’ homework, has gone through three stages, but different stages have different gains and reflections. The first stage: registration of names, and the supervision and guidance of dozens of students in the class, do not pay homework or the phenomenon of late assignment have occurred. When I first started teaching in the altar, I often had to hand over a few books when I changed my homework. I found that I had fewer books and went to the classes