First, the homework design should be interesting. Interest is the best teacher. When designing homework, we should consider students' real life, from easy to difficult, step by step. Fully arouse students' enthusiasm and avoid single calculation. Mathematical calculation homework can be designed in various forms. If you learn the addition and subtraction of two digits, in order to consolidate the knowledge points, turn the calculation into an interesting guessing game, such as: 25+ 16=4 1. You don't need to write, you can guess like this: I 16 is bigger than 25, who am I? This kind of speculation not only improves students' interest, but also improves the computing ability of students with poor thinking ability. Besides guessing the numbers, we also guessed the age, food, play and things we used. It looks simple here, but there is a lot of math knowledge. This method of guessing content can be done at home or among peers.

Second, the extracurricular homework design should reflect the inquiry homework-the innovative new space curriculum advocates students to actively explore, obtain information, innovate knowledge, and cultivate the ability to analyze and solve problems. For a long time, people often position the function of homework on "consolidating knowledge" and "strengthening skills", which leads to the misunderstanding of mechanical repetition and monotony. Teachers always follow the principle of covering everything, the more the better, and think that the more students do and remember, the higher their ability will be in the future. However, the real situation is just the opposite. This kind of homework restricts the development of students' abilities, which is also the reason why many teachers don't understand. "I have let them practice many times. Why are there so many wrong questions?" Deep reasons. Therefore, when designing homework, we should design some exploratory homework based on students' active exploration, experiment, thinking and cooperation according to the teaching content and students' experience in mathematics activities, so that students can become explorers of a problem in mathematics activities, and the completed homework is impressive and effective. For example, after teaching "Axisymmetric Graphics", I asked them to design an axisymmetric graphic by themselves with all the tools they can use according to the characteristics of axisymmetric graphics. The next day, some students brought paper-cut works; Some students designed architectural patterns; Some students use plasticine to make clay figurines ... The homework is varied and varied, but they have one thing in common, that is, the graphics they design are all axisymmetric. Looking at these "excellent" works of the students, I know that they have mastered all the contents of this lesson. For another example, before learning the "discount" section, I reserved homework for them to go into the supermarket to see how much the discount is, how much it is after the discount and how much it is cheaper than the original price. The students accepted the task happily. They spontaneously formed a group and went to the supermarket to finish their homework. At the scheduled time, everyone gained a lot. The whole class not only knows the meaning of discount, but also calculates the relevant original price and current price. They acquire knowledge through various channels, such as self-thinking, peer discussion, inquiry and investigation ... I think this kind of homework can not only enable students to acquire mathematical knowledge, but also be a problem-solving ability. Isn't that what math needs?

Third, the arrangement of homework should reflect hierarchy. Due to the influence of cultural environment, family background and their own factors, the differences in mathematics knowledge and ability among students exist objectively. Our education is for all students, so that "different people get different development in mathematics". Therefore, in the design of homework, we can't "cut across the board". It is necessary to design hierarchical homework according to the individual differences of students, create an environment for each student to practice and improve their development, and let each student succeed in practice. According to the differences among students, some exercises with different solutions and results are designed to meet the needs of students at different levels. In teaching, I generally divide my homework into "three stars", and "one star" is a problem that every student must do; The problem of "two stars" is an improvement problem, which is not required by the students in Banrio 10%; The topic of "Samsung" is to choose a topic for students who are interested and have spare time to study. In a word, one purpose is to let every student get a successful experience from mathematics and give students with outstanding ability a chance to show. These are my superficial understandings since I taught at 16, which are not comprehensive, but I think the purpose of mathematics education is to cultivate people with thinking and innovative ability, not "machines" for doing homework. Therefore, when designing homework, it is our pursuit to design effective homework that is really suitable for students, make it play its role to the maximum extent and promote the overall improvement of mathematics teaching quality.