批改作业是信息反馈和提高教学质量的重要手段。笔者从事中学生物教学多年,在批改生物作业方面曾采用过全面细改、当面批改、互相批改、轮流抽改等多种方法。虽然这些方法都取得一定成效,但从整体上看效果监不理想。从1988年起,笔者改用了符号批改法,即对学生作业中的优缺点,分别标上具体的符号,让学生自我修改,改好再交教师检查,并予评分,然后进行课堂分析。符号及其含义有:①用自己的语言准确表达的,就在有关语句下面用小圆圈(○○○○○)表示;②语病下面加横线(——);③语意不衔接或脱漏的就用“……”标出;④错别字将它圈起来,错在哪里就圈在哪里;⑤概念模糊或有科学性错 Correcting homework is an important means of information feedback and improving teaching quality. The author engaged in middle school biology teaching for many years, and he has adopted various methods such as comprehensive fine-tuning, face-to-face correction, mutual correction, and alternation of rectification. Although these methods have achieved certain results, the overall effect is not ideal. Since 1988, the author has adopted the symbolic correction method, which is to mark the advantages and disadvantages of student work, and mark them with specific symbols, so that the students can revise themselves, make corrections, and then give teachers a check, and give them a score, and then conduct classroom analysis. The symbols and their meanings are: 1 accurately expressed in their own language, represented by a small circle (○○○○○) below the relevant sentence; a horizontal line (——) below the 2 words; 3 the meaning is not connected or missing It is marked with “...”; 4 typos surround it, where it is wrong; 5 concept is vague or scientifically wrong