1. Design math exercises according to students' real life, so that students like them.
Mathematics is not a complex number game, it has a real and vivid life background. Mathematics comes from life mathematics and meaningful mathematics. Therefore, it is necessary to introduce some exploratory and open topics according to students' age characteristics and knowledge level, and connect them with students' real life, so that children can love designing math exercises. In this way, it is not only conducive to the formation of students' application consciousness and ability, but also enables students to form a psychological situation of active exploration and creation in the process of solving problems. For example, after learning the "Preliminary Understanding of Kilogram", students can be arranged to do the following homework: (1) Go to the supermarket to find out what items weigh 1 kg? (2) Survey: the weight of a bag of milk, a bag of instant noodles, a bottle of mineral water, an egg, etc. Another example is the homework design after learning the "percentage application problem": Xinyi Li's family is going to buy an electric fan. Dad went to the mall to investigate in advance. Dad asked Xin Li to decide what kind of electric fan to buy according to the survey results. Let students realize that "mathematics comes from life" and "there is mathematics everywhere in life".
2. Design exercises according to teaching materials and students' reality and teaching objectives.
Teachers design exercises according to teaching objectives. In practice design, we should proceed from the reality of teaching materials and students, and design exercises comprehensively and scientifically according to the requirements of teaching content and students' psychological characteristics. Such as "decimal multiplication" teaching, which is based on integer multiplication and the meaning and nature of decimals. The key for students to master the rules of fractional multiplication is to determine the position of decimal point of product according to the changing law of product. When students are studying, they often think, "Why can't the decimal points be aligned when writing vertical decimal multiplication?"? When one factor magnifies 100 times and the other factor magnifies 10 times, the product magnifies100 times, that is, 1000 times; The decimal point of the final product is 2+ 1, that is, 3 digits. What is the relationship between 1000 and 3? " When the number of decimal places of the product is not enough, it is necessary to add 0 in front, and after the decimal point is finished, it is necessary to remove the 0 behind the decimal point of the product, which often makes students easy to make mistakes. Therefore, the design of exercises should pay attention to highlighting these key points and difficulties. You can arrange this exercise first: according to 56×45= 1960, directly say the following product: 0.56× 455.6× 4.55.6× 0.450.56× 4.56× 0.455.6× 0.0450.056.
3. The exercises should be designed alternately with old and new knowledge to improve students' comprehensive application ability.
When primary school students study mathematics, they tend to have a mindset, that is, if they study multiplication application problems today, they think that all the problems are done by multiplication; I will study division application problems tomorrow. I think all the problems are done by division. Therefore, teachers should constantly alternate old and new knowledge in the design of exercises to improve students' comprehensive application ability. Of course, when students solve problems, old and new knowledge sometimes easily interfere with each other. For example, after teaching "the perimeter of a rectangle", they designed three necessary questions (the basic problem of finding the perimeter with known length and width); 2 Multiple choice questions: (1) The school playground is rectangular, with a length of110m and a width of 50m. What is the circumference of the playground? (2) Measure the length and width of your desk and find out its circumference; 1 Challenge: How many rectangles of different sizes can be enclosed by a 20 cm long line? Let all the students participate in math activities, let them face the whole class and get their own benefits. The intellectual and non-intellectual factors of the whole class developed harmoniously and received good teaching results. After teaching "perimeter and area of rectangle", some students will be confused about when to find the perimeter and area. The floor needs to be laid at home, and the building area of the room needs to be calculated when calculating; You also need to calculate the area of gift packaging; The spacing between trees needs to be calculated. Therefore, when designing exercises, teachers should design some contrasting topics so that students can learn to distinguish, judge and analyze. Through comparative analysis, we can reveal their similarities and differences, deepen our understanding and internalize the learned mathematical knowledge.
In teaching, we often encounter this situation: students quickly understand the new content taught by teachers and do imitation exercises well. However, when doing comprehensive exercises or test questions, many students will make mistakes in one way or another to varying degrees, reflecting that students still have little knowledge. Therefore, in view of the questions that students often make mistakes or predict that students may make mistakes, targeted exercises are designed to help students understand the nature of knowledge. Such as design judgment questions.
① The area of a triangle is half that of a parallelogram. ()
(2) The area of a triangle is half that of a parallelogram with equal base and equal height ()
Through this targeted practice, students can better understand the relationship between triangle area and parallelogram area, avoid possible mistakes in students' understanding and achieve better results in teaching.
4. Primary school homework design can not be limited to written homework, it can be an activity or a production.
Primary school homework design can be not limited to written homework, but also an activity or a production.
4. 1 Written homework should be illustrated and illustrated, using pictures, tables, "dialogues", situational diagrams and other forms of interest to primary school students, so as to achieve "combination of homework and interest".