Therefore, effective homework design is of great significance for students to form skilled skills and enlighten their wisdom. Then, under the guidance of the new curriculum concept, how to design homework with various forms, close to students' life, full of interest, exploration and thinking? Based on many years' teaching practice, the author probes into the effective design of primary school mathematics homework under the new curriculum.
First, the homework design is interesting.
Interesting homework design helps students develop their interest in knowledge. Especially for primary school students, interesting homework makes the process of learning mathematics a lively learning process. Therefore, when designing homework, we should design interesting and intimate children's math homework according to students' age characteristics and life experience to stimulate students' interest in learning.
In order to stimulate students' interest in learning, homework design should get rid of mechanical repetition, boring, boring rote memorization and exercises without thinking value. Therefore, homework questions should be "lively", "new", "interesting" and "strange", enrich knowledge and train and develop creative thinking through learning and other channels. I use the knowledge of this unit to design an assignment, and let the students guess what the teacher's phone number is. Call the teacher after guessing. () The largest even number in a number. () It is both even and prime. () The least common multiple of 2 and 3. () It is neither a prime number nor a composite number. () The largest number. Minimum multiple of () 8. () The greatest common divisor of 6 and 9. () the product of the smallest prime number and the smallest composite number. Students according to these conditions.
Second, the homework design embodies hierarchy.
The basic idea of Mathematics Curriculum Standard points out that it should be designed for all students, not for a few elites, and should provide different development opportunities and possibilities for each student. So when designing homework, don't "cut across the board". We should design hierarchical homework according to students' personality differences, create exercises for students at different levels, make our teaching face all students, and make different people develop differently in mathematics learning.
To this end, we design our homework into different groups, such as A, B, C, etc. , to provide students with interesting and diverse "supermarket-style homework", so that students can choose a set of homework that suits them according to their actual situation. Students with poor foundation can choose to do some exercises in knowledge understanding and application. Those who have the spare capacity to study can do more difficult exercises. This kind of design exercise can make each student gain something on the original basis through different degrees and different quantities of homework exercises, and all of them can enjoy the joy of success. For example, after teaching "two digits MINUS two digits", give four digits, ask students how many formulas can be formed by subtracting two digits from two digits, and calculate them. This kind of exercise has wide adaptability. It not only gives basic training to middle and lower level students, but also improves the curiosity of top students. Therefore, when designing homework, it is our pursuit to design effective homework that is really suitable for students, give full play to its role and comprehensively improve the quality of mathematics teaching.
Third, homework design should have a life.
Mathematics comes from life and acts on it. Classroom teaching should embody the concept of "small classroom, big society". Based on this concept, good homework should contribute to the formation and development of students' practical ability. When students face practical problems in life, they can take the initiative to seek solutions to practical problems from the perspective of mathematics.
For example, after learning "fractional division", I designed two questions: 1 Uncle Wang received 6 10 Jin peaches, each weighing 25 Jin. How many boxes do you need at least? This problem needs to be solved in a way. 2.2.2 How many suits can be made from a fabric of 2 meters and a fabric of 30 meters? This problem needs to be solved by ending. In this way, students can flexibly use the mathematics knowledge and methods learned in class, seek solutions to practical problems, experience the value of mathematics in real life, let students find that there is mathematics everywhere in life, and life cannot be separated from mathematics, so that students can gradually become practitioners of knowledge. Therefore, homework design should attach importance to students' life experience, connect math homework with students' life experience, and combine math homework with life situation to make math homework come alive.
Fourth, explore the embodiment of homework design.
Inquiry homework can cultivate learners' ability to find and solve problems by themselves. Teachers guide students to sort out "inquiry topics" from the aspects of content, cognition, skills, mathematical thinking and thinking methods according to students' systematic learning content and around the learning center. For example, in the meaning part of fractions, we often solve some mathematical problems by looking for corresponding relationships. Can you tell us? Students can reflect the thinking of mathematical analogy from the aspects of fractional application problems, proportional application problems, positive and negative proportion application problems, and even the relationship between addition, subtraction, multiplication and division. For another example, the transformed mathematical thinking is often reflected in the textbooks of primary school mathematics stage, which should be summarized purposefully and applied flexibly in practical problems.
In order to encourage students to break away from convention and be brave in innovation, we should make bold attempts from many angles, sides and directions to find a unique solution to the problem. In homework design, we should design some exploratory and thoughtful topics, so that students can experience the innovative learning process and enhance their creative thinking. For example, after learning the meaning of division, I designed an exercise: arrange 12 potted flowers in four rows on average. If every four pots are discharged, what should I do? Students can easily solve the first problem, under the guidance of the teacher, understand the meaning of the problem as a whole, think actively, be eager to try and show their personality.
In a word, the basic starting point of mathematics classroom is to promote students' all-round, sustained and harmonious development, and the design of homework should also take this as the starting point. Teachers can design and implement practical homework suitable for primary school students, so that students of different levels and levels can experience the fun of mathematics learning. As teachers, we should constantly explore and make progress in teaching, make homework the driving force and source of learning, and add new vitality to mathematics classroom and teaching design!