How to carry out junior high school math homework design and evaluation

How to carry out junior high school mathematics homework design and evaluation

Homework is an important part of teaching and learning, and it is a way for students to reproduce, organize and process the information they have received. Through homework, students' knowledge can be consolidated and their thinking can be practiced, and homework is also an important carrier of communication between teachers and students. Teachers how to scientifically design homework is worth studying, if the design is good, not only for teachers to reduce the burden, but also for the development of students to find a new way. Traditional mathematics homework is regarded as "the extension and supplementation of classroom teaching", homework content is limited to the scope of subject knowledge, closed and rigid, often far from the actual students. Teachers are currently designing the homework is not satisfactory, manifested in the following: the amount of homework is too heavy, many teachers engage in "sea of problems tactics", only to "quantity", do not seek "quality", a blindly "Intensive" training. In fact, this blind "sea of problems tactics", leading to a reduction in the space of thinking activities, not conducive to the development of students' abilities, but also make the students overburdened, contrary to the quality of education, so that the effect of the students' homework to reduce the phenomenon of plagiarism is serious, resulting in a negative impact; homework designed in the form of a single, often for the colorful calculation problems. Such a monotonous and boring form of homework, so that students do not get the joy of learning. Therefore, math teachers should study the principles and methods of homework design to promote the development of students.

I. Mathematics homework design principles:

According to the new curriculum, "independent, cooperative, inquiry" new learning mode, I think the design of mathematics homework to highlight the following principles:

(a) purposefulness

What kind of homework set up by the teacher to have a clear idea of what to do. Teachers must grasp the key points, highlighting the difficult points, so that the scientific arrangement, reasonable arrangement of homework.

(B) targeted

There should be flexibility in the number, degree of difficulty, the number of breadth of reasonable regulation, to give students the independent choice to adapt to the development of different levels of students, not only to effectively relieve the psychological pressure of poor students, but also to improve the ability of superior students to explore. The purpose of designing homework is to consolidate new knowledge and become the basis for expanding and deepening knowledge.

(C) fun

Interest is to stimulate students' learning motivation, rich in contextual homework, in order to enable students to give full play to their own level to complete the exercise in the practice of feeling fun.

(D) hierarchical

Hierarchical means that the content of the homework should be from shallow to deep, with a certain gradient, reflecting the level of teaching content, suitable for students with different levels of thinking ability.

(E) Practicality

Practicality refers to the homework can be closely integrated with the actual life of the students, emphasizing the students' personal experience, in a series of activities such as observation, operation, experiments, etc. to find out and solve problems, experience and feel the life, to cultivate the students' willingness to do hands-on, diligently practicing the consciousness and habits, and effectively improve the practical ability of the students.

(F) Exploratory

Investigative means that the content of the assignment can attract students to go deeper and deeper, prompting students to think about the problem from multiple perspectives and find the best way to solve the problem, and to fully tap the creative potential of the students. Exploratory assignments emphasize that students, through practice, enhance the sense of inquiry and innovation, develop the ability to apply knowledge comprehensively, and form a proactive independent, cooperative, and exploratory learning style.

II. Mathematics homework design method

(a) the content should be concise

In the past teaching, the design of homework is mainly based on the example of the topic of imitation; the other simple to solve the problem and the independent completion of the topic of the vast "sea of questions", resulting in an overburdened students. To this end, teachers should do:

1, grasp the quality of homework. Teachers should be carefully screened according to the classroom content, try to take into account the typicality of homework, systematic and comprehensive. In the selection of homework not only to take into account the easy to difficult, progressive principle, but also reflects the principle of inspiration, consolidation, so as to give full play to the effectiveness of mathematics homework should be.

2, scientific control of the amount of homework. Generally speaking, it is more appropriate to arrange 10-20 minutes of homework after each lesson. Homework layout by the quality of students, age characteristics and the specific content taught by the constraints of a variety of factors, can not be generalized. Should reduce unnecessary repetitive exercises, carefully selected tutorial materials, for students to arrange high-quality, typical homework problems, should achieve the effect of practicing a problem and through a class.

3, pay attention to the individual differences of students. According to the characteristics of students' physical and mental development and mathematical learning, pay attention to students' individual differences and different learning needs, advocate independent homework; student-centered, full respect for students' individuality, comprehensive consideration of students' differences, independent choice of homework, to help students to improve their learning conscientiousness, and gradually master the learning method, develop good learning habits, so as to achieve from "to do" to "I want to do". The students will be able to realize the change from "I want to do" to "I want to do". Not only can students fully display their talents and specialties, and show their personalities; but also to meet the different levels of students in different bases have their own gains.

(B) the form should be varied

In the form of homework should pay attention to changes, to achieve diversification, broaden students' horizons, broaden students' knowledge, and enhance students' various abilities. Such as the design of observation and access type, hands-on practice type, inquiry type and other types of questions:

In short, diversified, personalized open-ended homework, so that students have independent learning, cooperation and exploration, the opportunity to show their talents. To the classroom as the "main position", homework for the "sub-battleground", development as the goal, independent cooperation as a means to make them in the happy progress, growth.