Problems and Rectification Measures in Students' Homework Arrangement

1, elementary school mathematics homework problems

(1) homework form mechanical single

In elementary school mathematics teaching, teachers arrange homework is to serve the learning of mathematics. At present, many teachers in rural areas in the students assigned math homework, a single type of questions, a single method, and classification is not obvious, this formalism of homework greatly affects the performance of rural students to improve. This practice often appears to be a large number of homework, both increased the burden of students' schoolwork, but also unable to improve students' academic performance. This kind of single mechanical homework design simply cannot meet the individualized needs of students. Over time, resulting in the gradual loss of interest in homework, students learning math habits can not be developed, but also seriously affect the normal development of students.

(2) Lack of hierarchical structure of homework

Since the environment and cognitive ability of students in rural areas are different from those in urban areas, the design of homework by teachers in rural areas is not always the same as that in urban areas. Teachers in rural areas tend to design homework using a "one-size-fits-all" model of wallpaper homework. This unreasonable homework design will not be able to meet the needs of the group of superior students, the group of backward students and find it too difficult to complete the homework, this kind of homework is not based on the design of the student category is obviously not very meaningful. Over time, the class will gradually lose interest and motivation in math, leading to unsatisfactory teaching results for the teacher.

(3) After homework evaluation

The Elementary School Mathematics Curriculum Standards emphasize the design and life of homework, because primary school students in rural areas do not have high cognitive ability and subjective initiative, students can not take the initiative to evaluate their homework, and generally need to be assessed by teachers and parents interactively. Currently, there are more left-behind children and students with learning difficulties in rural elementary school, and it is difficult for parent groups to assess students' homework due to their limited knowledge. In addition, rural teachers' ways and means of assessing homework are lagging behind, and the timeliness of assessment is not strong, thus affecting the effectiveness of homework assessment. Currently, there is a lot of material in elementary school math textbooks that rural students have not been exposed to at all, which hinders rural students' learning.

For example, soccer fields, zoos and shopping malls and other materials, these fields are relatively unfamiliar to rural students, rural teachers can not be combined with the local reality of adapting teaching materials, these unfamiliar things in the homework is very difficult to arouse interest, even if the completion of the quality of the poor.

2, the effectiveness of elementary school mathematics homework design

Teachers on the design of mathematics homework is often a direct impact on the students' learning habits and academic improvement, may affect the students' interest in mathematics learning and personal development. Rural teachers in the classroom teaching, according to each student's cognitive ability and the actual situation, according to the characteristics of the students to reasonably design different types of homework, enhance the role of rural elementary school mathematics homework design.

(1) Close to students' lives

Interest in learning is a key factor in promoting learning habits, and the design of math homework in rural schools should take into account the interesting nature of homework. Teachers in the design of elementary school mathematics homework, to consider the cognitive ability and structural level of students, for different levels of students to design different types of homework, so as to improve their habits and interest in learning mathematics, in order to make students really willing to take the initiative to consciously complete homework.

For example, teachers in the classroom teaching, in the design of "solving practical problems" of the class homework, teachers can combine the actual students, design such a homework: spring is here, in order to improve the students' ability to recognize the nature of the fifth grade (2) class organized the class of 39 students on a field trip, the class is ready to rent 7-seat van and 4-seat minivan, ask at least need to hire How many vans and cars are the most suitable? When designing this problem, the teacher should guide the students to use the math knowledge they have learned to choose the calculation method independently. At the same time, the teacher can encourage students to form groups to discuss and ask questions among themselves, to enhance the sense of teamwork and the ability of student time.

(2) Pay attention to the individual differences of students

Compared with urban schools, the quality of students in rural schools appears to be uneven, and there is a big gap between students' comprehension and mastery of knowledge to a certain extent. In teaching, teachers should pay attention to the hierarchy of designing homework, so that every student in the class has a sense of acquisition and joy after completing homework. For students with excellent grades, the difficulty of homework should be slightly higher. For students with moderate grades, homework should be set at a moderate level of difficulty; for students who are less advanced, some basic homework is usually set. Therefore, teachers should respect the differences between students, a change in the past "one size fits all" thinking to design homework, to promote different levels of different categories of students on homework needs and satisfaction. In teaching, teachers need to study their students carefully and prepare their lessons in order to design more reasonable and hierarchical homework.

For example, before designing homework, teachers should categorize the students in the class and design three different levels of homework, namely "easy", "medium" and "difficult". The "easy" type of homework is mainly designed for poor math foundation, this type of questions are some basic exercises. The "medium" type of homework is mainly designed for intermediate students, and the homework is designed to increase the difficulty a little bit and extend the students' thinking ability. The "difficult" type of homework is mainly designed for superior students, and a moderate amount of challenging homework is designed, and students are required to think independently to complete. Rural teachers' hierarchical design of homework not only meets the learning needs of different types of students, but also helps to promote the overall development and improvement of students.

(3) The design of homework should emphasize hierarchy

There are objective differences in the learning abilities of students in rural schools due to the influence of family background and regional conditions. Today's education for all students, teachers should design personalized homework according to the cognitive ability of students. In elementary school mathematics teaching, rural teachers should pay attention to the level in the design of homework, teachers in the design of homework should be considered both for students to eat, but also for students to learn. For the poorer students, for the three categories of students, teachers should be appropriate according to the students' ability to accept, set up a little slightly more difficult. Teachers set up homework this way to meet the needs of the amount of homework, but also to let students see their own goals.