First, optimize the importance of high school math homework design
As mentioned above, the important position of high school math homework must be well known by teachers and friends. However, the traditional high school math homework arrangement has great disadvantages. Because the traditional high school math homework is mainly centered on textbooks and based on the college entrance examination, the assigned topics are mostly unified, similar and numerous. Trying to bombard knowledge with questioning tactics wastes a lot of manpower, material resources and students' energy. Students are tired of learning mathematics, have coping and perfunctory psychology when doing problems, and even plagiarize a lot. Moreover, for students of different levels, the problem of unification will make some students feel more difficult than going to heaven, while others feel that it is a piece of cake and not worth doing. Therefore, we math teachers must study the optimal design of math homework, change this situation, and make math homework achieve its ultimate goal.
Second, how to optimize the high school math homework design
1, the homework layout should pay attention to fun, openness and flexibility.
Interest is the best teacher. Students need to be interested in taking classes and doing homework. Therefore, our homework must pay attention to arouse students' interest, interest, openness and flexibility, so that students will not get tired of math homework. So, how can we ensure that the homework is interesting, open and flexible? First of all, we should pay attention to the change of homework forms, realize the diversification of homework forms, and let students realize the interest and happiness of mathematics from the process of various homework, so as to cultivate students' interest in mathematics homework and then cultivate students' interest in mathematics. Homework should be oral and written; There should be things that students need to observe, think and discuss, and things that students need to do with their own hands ... This combination of meat and vegetables will make students feel that their homework is richer and less monotonous. Secondly, to open the form and content of homework, we should not only regard mathematics as mathematics, but as an examination subject. Only by connecting mathematics with life, expanding the scope and function of mathematics, moving towards life, solving problems in life, and explaining phenomena in life can students be interested in math homework.
For example, in the three views and direct vision of upper space geometry, I asked students to explore and draw three views of life, such as drawing a flashlight, drawing a cone and cutting it in half along the axial plane, and so on. This kind of homework is what students are interested in and willing to do. This kind of homework will be much more interesting than mechanical problem solving, but it will also enable students to consolidate their knowledge and deepen their understanding of what they have learned.
2, homework layout should pay attention to typicality, win by quality.
Senior high school has more time to do homework than primary school and junior high school. All the time in high school is precious and cannot be wasted. Therefore, the tactics of challenging the sea not only make students feel scared, but also make our teachers feel ineffective and helpless. Therefore, when assigning math homework, we should pay attention to avoiding sea tactics and paying attention to the typicality of assignment. A problem represents a problem. If you study a problem, you can understand a class of problems and win by quality. This requires us to carefully select math homework questions. Teachers can choose representative and typical questions from textbooks and workbooks according to the teaching progress. Of course, they can also design some targeted questions according to the courses they have studied. Just asking one or two questions at a time can help students consolidate what they have learned in class. In a sense, what kind of math problems students should do not only reflects teachers' math teaching experience, but also reflects their math education ideas. It also reflects their educational values. The ultimate goal of our homework assignment is for students to consolidate and master the knowledge they learned that day by doing homework. Therefore, when I arrange my homework in teaching, I arrange it according to the knowledge points I taught that day, which is a bit of a combination of old and new knowledge. Try not to repeat it. In this way, students will not lose interest in mathematics.
3, homework layout should pay attention to the level, which varies from person to person.
As we mentioned earlier, there are a large number of students in a class. Due to the influence of intellectual and non-intellectual factors, students' level will be uneven, and the knowledge they have is different from the knowledge they lack. Therefore, if these students with different levels are given the same homework, the students with relatively high level will find it easier and disdain to do it, while the students with lower level will find it too difficult to do it, and even copy other students' homework, so that the ultimate goal of assigning homework cannot be achieved. Therefore, it is necessary to pay attention to the level of homework, which varies from person to person and teaches students in accordance with their aptitude. So according to the content and characteristics of my daily class, I divide my daily homework into three parts: basic questions, improvement questions and innovative inquiry questions. Then I divided the students in my class into three groups according to their low, medium and high scores in math learning-group A, group B and group C. When assigning homework, I adopted different methods for these three groups: group A corresponds to basic questions, which is the most basic knowledge and skill training related to examples in this course, including various questions, which are the most basic knowledge and even the original questions. This sub-topic is relatively simple and can be hung up. In group B, some topics were changed to improve homework. Through training, most students in the class can achieve their learning goals and improve their learning level through certain thinking training. There are two or three questions, the purpose of which is to draw inferences from others and understand and do such questions through the original questions. This sub-topic is relatively high, and it can be improved for middle school students. Group C, corresponding to innovative inquiry questions, mainly focuses on topics with wide comprehensive scope, deep flexibility and strong sense of innovation, so that students with spare capacity can carry out outward bound training, which is mainly a sublimation of what they have learned. This sub-topic is more difficult and can stimulate the curiosity of outstanding students. Of course, under the premise of completing and doing well their own part of the topic, each student can choose one or two other levels of topics, especially middle school students and students with learning difficulties, and can choose them as improvement questions and innovative inquiry questions to stimulate interest and improve themselves.
Third, the conclusion
The design of math homework is not simply to leave the problems in after-class exercises or exercises to students, but a creative work and an art. We math teachers should seriously study the layout and design of math homework, and arrange scientific and reasonable homework under the guidance of educational concepts such as "taking students as the main body" and "educating people as the foundation" in order to improve teaching efficiency and promote students' development.