Error Reflection and Incentive Guidance: Practical Path of Junior High School Mathematics Long-Term Homework Evaluation from the Perspective of Growth Mindset
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Aiming at the phenomenon of emphasizing results over processes in traditional homework evaluation, this study constructs a long-term homework evaluation feedback mechanism for junior high school mathematics from the perspective of growth mindset and explores its practical effects. By using tools such as mindset scales and interview outlines, the study implements practical evaluations through the feedback strategy of ‘error reflection guidance + diagnostic evaluation + motivational evaluation.’ The results show that the depth of students’ homework reflection has improved, their error attribution has gradually shifted to “effort or strategy attribution” and has become dominant, and the specificity and operability of their strategy adjustment have increased. Students generally recognize the teachers’ evaluation methods, and their initiative in facing mathematical learning and challenges has improved. The long-term mathematical homework evaluation and the feedback mechanism proposed in this study can help cultivate students’ growth mindset and foster their core mathematical literacy, providing a practical reference for the reform of junior high school mathematics homework evaluation.
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