At the beginning of the school year, a series of questionnaires were conducted on students' homework. From the survey, we know that some teachers tend to pursue quantity and lack qualitative thinking, which increases students' academic burden. All kinds of situations show that effective homework design is imminent, which is related to whether we can carry out the efficient classroom teaching activities of "high quality and light burden" to the end. In view of this situation, I took "effective homework design" as the breakthrough point to study efficient classroom teaching and conducted a series of explorations.

Second, through learning, determine the goal.

Through study and communication, I have determined the goals of students' homework: 1. The homework design should fully reflect the three-dimensional goals. Second, students' participation should be considered in homework design, especially in hierarchical design, so that students can train selectively, thus avoiding the phenomenon of not doing or copying homework. Third, homework design should reflect the guiding role of teachers, so that "light burden" and "high efficiency" are no longer contradictory.

Thirdly, the study of "effective homework design for students" is carried out from two aspects.

After a period of research, I found that "effective homework design" can be carried out from two levels: students' doing and teachers' evaluation.

1, Level 1: What do students do?

(1) Graded training should be emphasized in homework design.

The stratification here refers to the difficulty stratification and workload stratification. Grading the difficulty of homework is to assign students with different levels of difficulty homework, so that students can finish their homework by themselves. We think that homework can be roughly divided into three levels of difficulty: A. The first level is suitable for students with excellent grades in the class and some students with correct learning attitude. The homework at this level not only has basic questions, easy-to-mix questions and easy-to-mistake questions, but also has key questions and variant questions to expand students' thinking. B, level 2 homework is suitable for students with poor grades in the class and some of them are not practical enough. These students are often unable to finish their homework on time and with high quality due to the limitations of their acceptance, thinking ability and study habits. Facing the students at this level, we try to give them only basic questions, let them finish their homework through hard work, and encourage them to finish the homework at the first level after correcting their learning attitude, so as to achieve the goal of making progress with the whole class. C, level 3 homework is for students with learning difficulties. Their homework can be the content of this grade, and more often it can even be the content they have learned before. This is to reduce students' learning pressure and fear of learning, so that they can also finish their homework, try to experience the fun of success and improve on the original basis.

Homework stratification is put forward according to the different time for different students to finish their homework. Generally speaking, there are a lot of questions in the first-level homework, and the questions are lively and there are many problems. The second level of homework aims to lay a solid foundation, correct attitude and control the amount of questions; The key to the third level of homework is to let students experience the happiness of success, so the amount of homework is strictly controlled.

(2) The operation design should embody various forms. It can include basic homework, thinking training homework, practical homework, students' own homework and advanced homework.

(3) The homework design should try to "collect the second homework with wrong questions". Because students' thinking has a certain degree of * * *, the error rate of some questions will be concentrated in learning, which requires our teachers to mark these wrong questions in the book when correcting homework at ordinary times, and design these questions as homework when reviewing units or preparing for exams before the end of the term, so that students can improve their accuracy through certain practice again.

2. The second level: teachers' "comments"

We not only pay attention to students' doing, but also pay attention to teachers' evaluation. Teachers should not only correct their homework in time, but also pay attention to the ways and means of correcting it, so as to achieve twice the result with half the effort. We strongly encourage teachers to "have a dialogue in their exercise books". Through dialogue, we can build a bridge between teachers and students and lay the foundation for students to develop good study habits and grow up healthily.

"Students' effective homework design" is a long-term exploration process, which will encounter various difficulties and contradictions and cannot be achieved overnight. This requires us to pay great courage and efforts. Inspired by the school spirit of "Striving for Harmony and Pursuing Excellence", let's work together in Qi Xin to create brilliant education!