How to design homework

Homework is also of great significance in mathematics learning. The difference of homework content, homework form, homework amount and homework correction will directly affect the effect of students' learning mathematics. In teaching practice, we find that math homework is an indispensable part of students' math learning. The process of students' completing math homework is a process of promoting "understanding-internalization", a process of "consolidation-mastery" and a process of "expansion-application".

Therefore, mathematics is a very important subject, which can not be ignored. Primary school math homework is an essential part for primary school students to master and consolidate math knowledge. Therefore, in the design of primary school mathematics homework, the requirements of new curriculum standards for mathematics learning should be fully reflected as far as possible to promote the development of students.

First, the analysis and thinking of the current situation of homework

1. Current status

At present, the main sources of primary school students' mathematics homework are ready-made teaching AIDS, such as oral arithmetic training, synchronous homework, exercise books and so on. There are not only a lot of math homework, but also only the consolidation and application of "basic knowledge and skills" in mathematics, which makes the homework monotonous, fails to take into account the students' own needs, and does not reflect that "everyone learns valuable math"

Teachers mainly show as follows: (1) The amount of homework assigned by teachers is generally too large; 83% students need 60-90 minutes to finish their math homework every day. (2) The forms of homework assigned by teachers are not rich; 8 1% of the teachers' assignments are exercises in supplementary teaching materials, and few teachers write their own assignments or assign other assignments such as hands-on operation and social investigation. (3) Teachers choose less homework independently; 92% of teachers give students the same homework, and students have little choice. (4) Teachers only pay attention to whether students have done their homework; From the student's home-school contact book, we know that if the homework is completed on time, it will be marked with "√", and there are few related comments. (5) Teachers' marking format is simple and irregular.

Students are mainly manifested in: (1) dealing with math homework; After completion, generally do not actively check. (2) It has not been completed for various reasons; (3) Parents do math homework at home; As a result, students have a certain dependence on their parents, and their ability to complete their homework independently is weakened.

2. Analysis and thinking

Although "reducing the burden" has been called for so many years, the academic burden of students seems to be getting heavier and heavier now. Repeated practice and sea tactics have become teachers' magic weapons, and the problem of "reducing the burden" seems to be hard to return.

There is a great difference in the speed of students' homework, which leads to the phenomenon that slow students drag their homework. The emphasis on written homework is different from that on oral homework and experience operation procedures. Many students pay more attention to written homework and are not conscious enough. Some students are still afraid of hardships and difficulties, and they feel awkward when they encounter slightly more difficult homework, so they don't do it.

Most teachers believe that as long as the homework can be corrected in time, there is no phenomenon of missing or not changing, and students will be fine if they correct and make up the corrections in time. In fact, if math teachers, like Chinese teachers, attach great importance to the quality of writing, be strict with students' homework, persevere and persevere, and set scores for neatness and writing quality in math test papers, students' homework will not put the cart before the horse, and the quality of homework will be worse.

Second, the principles of primary school math homework design

1. correlation principle

The Curriculum Standard of Primary Mathematics emphasizes: "Different people get different development in mathematics." There are obvious differences between students in accepting knowledge and thinking ability. The design of primary school math homework should be oriented to all students and each individual student. We should aim at the actual situation of each student, the specific problems that students encounter in the learning process, and the sustainable development of each student. There should be not only "basic questions", but also "improvement questions" and "fruits that backward students can find by jumping", which top students find challenging.

2. Principle of interest

Bruner, a famous American psychologist, said: "The best stimulus to learning is interest in learning materials." Traditional homework is often boring in content and monotonous in form, which makes students feel bored. We should give full play to the unique role of homework in stimulating students' interest in learning mathematics, and strive to make the topics novel and interesting, and the forms flexible and diverse, so that students can finish their homework with great interest, consolidate their knowledge and cultivate their abilities in a happy mood.

3. Open principle

In the design of homework, some exploratory and open topics should be introduced according to students' age characteristics and knowledge level, which is not only conducive to the formation of students' application consciousness and ability, but also enables students to form a psychological situation of active exploration and creation in the process of solving problems.

4. Practical principles

The design of primary school mathematics homework should combine students' life, mobilize their various senses to participate in coordination, emphasize practice and apply mathematical methods to solve practical problems in life.

5. Development principle

"Mathematics Curriculum Standards" particularly emphasizes: "Everyone learns useful mathematics, different people learn different mathematics, and different people get different development in mathematics." This requires that when designing homework, from the selection of homework content to the presentation of practice form, students should be given enough thinking space, and homework should contribute to the extension and expansion of knowledge and the sustainable development of students.

6. The principle of innovation

The design of homework should pay attention to cultivating students' innovative spirit. In homework design, teachers should fully consider the background of the times and design some homework with strong times in combination with reality. It is necessary to break the unified format of traditional homework, give full play to one's strengths, do one's best, improve personal charm, and give students a fresh experience of "every day is a time for creation, everywhere is a place for creation, and everyone is a creative person". At the same time, it also makes homework a stage to flash students' creativity and creative thinking.

Third, the strategy of homework design

1. The homework content is lively and open.

Mathematics curriculum standard points out that "everyone should learn valuable mathematics", and students' mathematics learning content should be realistic, meaningful and challenging. Real mathematics is colorful, not a complex number game, it has a real and vivid life background. Mathematics from life is "living" mathematics and meaningful mathematics. Therefore, the design of homework should be linked to the reality of children's lives and be loved by students.

For example, after learning the "Preliminary Understanding of Fractions" in the first volume of the third grade, when eating, talk to mom and dad about fractions with things on the dining table, and make up several questions for mom and dad with the learned knowledge of fractions. This kind of homework is fresh and close to the reality of life, which makes students really feel the application of scores in life. At the same time, it can also enhance the feelings between parents and children.

2. The operation process is active and practical.

"Activity is the foundation of knowledge, and wisdom begins with action". Relevant research results in psychology also show that although listening and watching can help students acquire certain information and knowledge, they are far less impressive than hands-on operation, and they are not as firm as hands-on operation, and they can't turn relevant knowledge into actual behaviors and abilities. Students feel the true meaning of mathematics in the process of activities, and gradually develop the habit of independent exploration, personal practice, cooperation and exchange, and innovation, which can cultivate students' innovative consciousness and practical ability.

For example, (1) after learning the book "Understanding RMB" in the second volume of Senior One, you can arrange an assignment: go to the supermarket to buy things, see the price of the goods clearly, and figure out how much the waiter should get back before checking out. (2) After learning four arithmetics in the second volume of Grade Four, you can arrange such homework. Play poker with my parents and play the game of "24 points". (3) The first volume of grade four, three times two, after learning the estimation content, the author assigned such an assignment: "When you go for a walk in a park or square with your parents at night, estimate the number of people there."

From the feedback of homework, this kind of homework not only strengthens students' application consciousness of mathematics, but also strengthens students' language expression ability, which greatly improves students' interest in learning mathematics. Every student is extremely serious about the completion of math homework, not the completion of homework. Because these assignments are familiar in students' life and completed in situations, they are attractive to both poor students and excellent students.

3. The homework forms are diverse and interesting.

Children are active people, and what they teach should arouse children's interest and meet their needs, thus effectively promoting their development. Homework is an operation, not limited to written form. It can also be an activity or a work. Homework design should be its true colors.

(1) The written homework should be innovative and illustrated, so that students can be interested in pictures, tables, dialogues and other forms, and "combine homework with interest".

(2) Arrange to read some mathematical stories and knowledge, because we should also pay attention to reflecting the cultural value of mathematics, and carry out some mathematical game activities to "do homework in the game". For example, stories such as Ding and His Friends, Eight Rings Divide Peach, etc., grab the "30" game, simulate shopping and other games. These fairy tales and games may be more suitable for junior students. Senior students can read primary school mathematics newspaper, primary school mathematics and so on. And they can also read the knowledge of mathematical discovery and history, such as Gauss sum and Pythagoras law.

This is conducive to the formation of students' application consciousness and ability, and can enable students to form a psychological situation of active exploration and creation in the process of solving problems, and fully realize that "mathematics comes from life" and "mathematics is everywhere in life" from middle school students.

It can be seen that homework should be selective and personalized, provide students with opportunities to comprehensively use knowledge, develop and display their personal talents, become a part of students' lives, and make every student like it as much as possible. Cultivate students' "four basics and two abilities", that is, basic knowledge, basic skills, basic mathematical thinking methods, basic mathematical activity experience, the ability to find and raise problems, the ability to analyze and solve problems, increase students' interest in mathematics, and feel that there is no homework burden. Basically, they will be full of expectations for their homework and finish today's homework with a desire and a positive heart.

We believe that with the deepening of the new curriculum reform, the reform of primary school mathematics homework will certainly achieve encouraging results.