Through these years of teaching, I realize that it is of practical significance for our teaching to assign homework to students at different levels, especially for rural students. In a class group, each student's learning attitude, learning habits, logical thinking ability and cognitive level are different. In addition, the parents of rural students work outside the home all the year round, and there are many left-behind children, so they don't pay enough attention to their children's learning, and their grades are generally poor, with fewer outstanding students and more students with learning difficulties. Many teachers have to reduce the difficulty in order to take care of most students. For good students, they feel that the classroom is not challenging and their interest in learning is reduced, which is not conducive to the cultivation of talents. For students with learning difficulties, if the homework assigned by the teacher is slightly difficult, they will not be able to face it positively, feel nothing and feel lost. In the end, our classroom is lifeless and lifeless, and students' enthusiasm for learning is not high, which leads to worse and worse poor students and worse top students. According to the actual situation of each student, assigning homework in layers can effectively solve this problem. So how should we assign homework?
First of all, people should be the center of hierarchical operation.
Usually, we will design assignments with the same theme. Good, medium and poor students are the same, and each student's understanding and application ability is different, which is not conducive to the full development of excellent and poor students through homework practice. Not every student can meet our requirements, so we can't generalize. Our requirements for students should be different. At the same time, we should break away from convention. The starting point of assigning homework should not only consider what to test, but also consider the students' own needs first. What problems can they solve in our daily life by using the new knowledge we have learned? In fact, every child can finish his homework happily and successfully, which improves their enthusiasm and initiative in learning. If teachers can give them proper affirmation and praise, so that they can gain more confidence, they will redouble their efforts in the future, which is more conducive to the cultivation of students. We should give more encouragement and tolerance to students who lack real ability. We can give them some simple and easy-to-do basic topics to improve their enthusiasm in class and enhance their interest in learning mathematics. At the same time, these students with learning difficulties should be allowed to make mistakes, and the difficulty of homework should be set reasonably according to the situation of mistakes, step by step and slowly, so as to build their confidence. I believe that there is hope with confidence, which is a solid first step towards success.
2. Secondly, hierarchical management should be developmental and sustainable.
Personalization of hierarchical homework mainly means that if we face up to the differences between students, our students will have some autonomy in homework selection. However, in practice, we always deprive students of their own choices, and always distrust students themselves, fearing that they will do less or not do well. But what we don't know is that we deprive students of their initiative in learning and dampen their enthusiasm in learning, and the consequences can be imagined. Therefore, teachers often ask some students to finish this homework and others to finish another homework. As everyone knows, such a simple arrangement of homework at different levels, over time, not only the enthusiasm of ordinary students and students with poor foundation can not be effectively mobilized, but also the development of outstanding students has been hit. Students are the masters of learning. We should pay attention to the development of students. Only by letting them choose for themselves can they have the motivation and confidence to do well.
3. Re-stratification should be personalized and effective.
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Correcting homework is not simply to distinguish students according to their academic performance and ability. If we understand it this way, we will completely misinterpret the practical significance of correcting homework. The real hierarchical operation is not static and isolated, but developing. Hierarchical homework is only a temporary buffer, which should be adjusted slowly in the continuous progress of students, and the ultimate goal is to realize the continuous development of students. For example, I divide students into three echelons: A, B and C. After a period of study, if students meet the requirements of the higher echelon, they can automatically enter the higher echelon and truly realize their personal development. This dynamic and flexible development model not only fully mobilizes students' enthusiasm, but also enhances students' interest in learning mathematics and improves students' learning efficiency.
4. Hierarchical operation should embody the principle of combining ability stratification with goal stratification.
According to the actual situation of students, students are divided into three sections: C echelon with relatively weak learning ability and poor foundation, B echelon with average learning ability and A echelon with excellent learning ability. After a period of study, students can also put forward corresponding exchanges according to their own specific conditions, or they can exchange appropriately with the teacher's consent. For daily work, the optimized flexible work structure design is adopted: basic work, improved work and expanded work. Basic homework is mainly based on in-class exercises of textbooks. For some simple homework, students in echelon A have the right to choose independently and can not do it. Improving homework is an appropriate extension of basic homework, which can be completed by students of echelon B and echelon A; Extended homework is difficult for some A echelon students to complete. Students in different echelons combine different levels of homework, scientifically classify and stratify homework on the basis of teachers' arrangement of main homework, which makes homework stratification more reasonable, scientific and effective, and establishes students' autonomy in choosing homework, which makes homework stratification more humanized, developmental and continuous.
For example, after learning two solutions to the binary linear equation-substitution elimination method and addition and subtraction elimination method, in the exercise class, I asked the students of echelon C to do the basic problems, and let the students of echelon A and echelon B ignore them if they think the basic problems are simple, so that the students of echelon B can do the ability improvement problems and the students of echelon A can do the expansion exploration problems. Therefore, the enthusiasm of all kinds of students was mobilized, so that poor students ate well and excellent students ate well, and the effect was obvious. Of course, this course is more successful.
5. Graded management should also be affirmed and encouraged.
Practice has proved that everyone, whether adults or children, actually likes to hear words of praise and affirmation, because everyone wants his performance to be affirmed, so as to reflect the value of his existence and get inner satisfaction. However, people are lazy, so our teachers should always pay attention to students' little progress, so as to inspire and affirm them in time and constantly stimulate students' interest in learning. Only in this way can we form a virtuous circle and tap the potential of students' sustainable development.
6. Pay attention to hierarchical management and implement incentive evaluation.
To cultivate students' innovative spirit in mathematics classroom teaching, we must have certain evaluation strategies and the evaluation mechanism should be classified and improved. In the classroom, we should be good at tapping students' bright spots, grasping the opportunity of instant evaluation and implementing incentive evaluation. Different evaluation methods are adopted for students in echelon A, B and C with different learning abilities, and students in echelon A are appropriately strict; Students in echelon B and C can relax appropriately in order to better stimulate their interest in learning.
Practice has proved that hierarchical homework has many advantages, which can meet the needs of all kinds of students, let all kinds of students experience the joy of success, and fully embodies the educational concept centered on student development. Hierarchical homework builds a platform for students to learn independently and improve themselves, so that all students can get better development and achieve the goal of progress.