How to stratify homework in primary school mathematics teaching? "Mathematics Curriculum Standard" points out that "different students get different development" and recognizes the differences of students in learning. Only by teaching students in accordance with their aptitude can we achieve effective teaching, which is very difficult for teachers to do under the "large class size". The hierarchical design of homework is undoubtedly one of the best strategies.
In-depth investigation, hierarchical division.
To implement the hierarchical design of homework, we must first conduct an in-depth investigation of each student. By consulting students' growth files, this paper analyzes students' detection and actual performance in different periods and peacetime, and combines careful observation and home visits in peacetime to comprehensively and comprehensively understand the individual differences and actual academic level of each student in learning attitude and learning ability, and master the learning situation of class students. According to the survey data, there are basically three types of students in the class: Class A is the current "students with learning difficulties", accounting for about 65,438 students in the class. Class B is the current "average student", accounting for about half of the class, with good foundation, strong learning ability and good study habits. Class C is the top student at present, accounting for about class 13, with solid foundation, strong learning ability and good study habits.
2. Pay attention to strategy and implement it effectively.
Education should be people-oriented and geared to all students. After students are stratified, we must ensure the effective implementation of stratified education in education. Try to correct the homework of "underachievers" in Class A face to face. Teachers should be patient when they find that students do not master knowledge well, help students find out the reasons from the aspects of knowledge, learning methods and learning habits, and give timely guidance and education. Praise students for their progress, reflect their learning situation and trends to parents in time, let parents actively cooperate with education and counseling, and let "underachievers" regain their learning confidence. Grade B "middle school students" focus on guidance and timely guidance, and pay attention to the scientific nature of homework evaluation. Comments make students feel the success of their studies or the direction of their efforts. When necessary, teachers recommend suitable extracurricular reading materials, so that "middle school students" can continuously improve their learning ability and comprehensive application ability, and make them transform to a higher level in this hierarchical teaching environment. For "top students" of Class C, we should give full play to their learning autonomy, and adopt mutual approval and evaluation after discussion, and students should re-approve the difficult parts after mutual approval and evaluation. When problems are found, teachers should give timely guidance and recommend suitable extracurricular reading materials, so that they can "eat and drink enough" in their study, and let "top students" develop their comprehensive ability continuously, become the engine of class learning and drive A.
3. Adjust the homework level in time to promote the overall development of the class.
According to the theory of "zone of proximal development", every student has two levels of development, one is the existing level and the other is the potential level, and the area between them is called "zone of proximal development". Teaching can only promote the development of students by starting from the individual differences of two levels, transforming the nearest development zone into the existing development level and constantly creating the higher-level nearest development zone.