Second, based on the discipline, highlight the foundation. The concepts, properties, laws, quantitative relations and mathematical thinking methods reflected in primary school mathematics are the basis for students to further study. Students must learn well and make good use of them. Therefore, when designing exercises, we should try our best to grasp the foundation, so that exercises can help students to know and understand the basic knowledge, form basic skills and consolidate mathematical thinking methods.
Third, grasp the key points and highlight the pertinence. Targeted design of exercises is an important measure to improve the efficiency of practical teaching. We often encounter this situation in teaching at ordinary times. Students quickly understand the new content taught by the teacher and do imitation exercises well. However, when doing comprehensive exercises or research questions, many students will make mistakes to varying degrees, which reflects their small knowledge. Therefore, in the usual teaching, we should be good at summing up experience, aiming at the problems that students often make or predicting the problems that students may make, and design targeted exercises to help students understand the nature of knowledge.
Fourth, step by step, highlighting levels. All our exercises should fully embody the principles of teaching students in accordance with their aptitude, teaching students in accordance with their aptitude and teaching at different levels. Based on the teaching materials and students' reality, according to the requirements of teaching content and students' psychological characteristics, we should design exercises in a targeted manner, fully consider the differences between students, and make some maneuvers in the requirements of practice quantity and quality, so as to make the exercises hierarchical and meet the needs of students at all levels. The hierarchy of practice design means that practice has a gradient, from easy to difficult, from simple to complex, from basic practice to variant practice to comprehensive practice, to practical practice and open practice, so that students at all levels have "things" to do.
Fifth, hands-on operation, highlighting practicality. The important purpose of learning mathematics is to use mathematical knowledge to solve practical problems in daily life and study. If mathematics teaching is divorced from reality, then mathematics learning will become "a tree without roots, passive water", not to mention the purpose of letting students learn mathematics meaningfully and acquire meaningful mathematics knowledge. "What you get on paper is too shallow to learn, but you will never know." Therefore, it is a good practice method to advocate the practicality of mathematics practice design, learn knowledge through experience, apply knowledge in practice, make knowledge full of vitality, and make it learn, explore and improve again through practice.
Sixth, ideological education, highlighting ideological content. Through ideological education, students can make clear their learning objectives, correct their learning attitudes, develop good study habits and strong will to overcome difficulties. These not only help to improve students' learning enthusiasm, but also help to improve the quality of learning. A good exercise can generally penetrate ideological education well, so that students are subtly infected and edified in solving problems. Seven, training thinking, highlighting openness. When designing exercises, consciously design some questions that can broaden students' thinking, help students explore different problem-solving strategies independently, or design some open questions with redundant conditions or unique answers, help students at different levels to divergent their thinking, help students to be bold and innovative, and cultivate their reasoning ability and innovative consciousness. Therefore, in teaching, we should design some open exercises to provide students with broader creative time and space, and stimulate and cultivate students' thinking of seeking differences.
Eight, novel and interesting, highlighting the interest. Children's psychological characteristics are curiosity, activity and fun. When designing exercises, children's psychological characteristics should be taken into account, starting from new practice forms, new questions and new requirements, avoiding old, boring and monotonous practice patterns and keeping the practice forms novel, vivid and interesting. Let the students do exercises, design and correct the wrong questions; Let students be doctors and design judgment questions; Let students be judges, design operation experiment questions, and mobilize students' senses to participate in practice. We can also design vivid, interesting and intuitive math exercises according to students' age and psychological characteristics, combined with students' life experience, such as guessing riddles, telling stories, picking wise stars, playing games, intuitive demonstrations, simulated performances and various small competitions. This kind of entertaining, interesting and competitive practice can not only stimulate students' curiosity and cultivate their interest in doing problems, but also achieve satisfactory results, so that students can complete the practice in a relaxed and pleasant atmosphere and understand and know mathematics knowledge in vivid and concrete situations.
Nine, strengthen contact, highlight the comprehensive. Mathematics is not only a discipline, but also a culture. Cultivating students' comprehensive application ability of knowledge not only refers to the comprehensive application of knowledge points in mathematics, but also includes the comprehensive application of knowledge between mathematics and other disciplines, which truly reflects the value of mathematics. Therefore, the design of mathematical exercises should go beyond the subject of mathematics, so that students can experience the wonderful of other subjects. In the design, the subjects that students have learned should be integrated, the subject knowledge should be established as the basis and the situational theme as the background, and the knowledge of other subjects should be interspersed in time to enrich the connotation of developing mathematics, so that students can learn knowledge other than mathematics, thus enjoying the wonderful mathematics.