First, hierarchical layout. Respect students' individual differences
1. The teacher arranges at different levels to ensure a "low starting point" for homework.
"Low starting point" is based on students' existing development, and its value orientation is closer to students' acceptance ability. Ensure that students improve on the original basis through homework. Students' individual differences and different learning needs determine that homework must be arranged in layers. In actual teaching, teachers can divide homework into three grades according to the degree of difficulty: basic homework, improved homework and expanded homework.
2. Students choose independently to achieve "high requirements" in homework.
"High demand" means that each student's personality, talents and talents must be displayed and developed, so "high demand" lies in the consistency of purpose and demand. In the choice of homework, students enjoy complete autonomy, and can even choose this homework according to their mastery of this knowledge. Therefore, "high demand" is not aimed at a small part but at all students, not a task imposed by teachers, but a goal that students choose independently. Only by respecting the differences of each student can mathematics create space for the development of each student's individual thinking.
Second, open homework. Stimulate students' innovative consciousness
1. Open homework to inspire students' thinking.
Mathematics learning is a dynamic process of constantly discovering, analyzing and solving problems. Open mathematics homework leaves students with space for innovation and discovery, which can broaden the space for students' thinking activities, cultivate diversified problem-solving strategies and enhance students' innovative consciousness and ability.
2. Hands-on practice, strengthen practical ability
"The fundamental purpose of learning knowledge is to apply what you have learned, especially to use knowledge creatively. It can be seen that the application of knowledge and the cultivation of various practical abilities. This is a more important stage in the learning process. " If we can bring interesting research into math homework, we can combine vision, touch, body feeling and thinking activities, and finally realize the goal that knowledge comes from life and serves life.
Third, teamwork. Determine a new sense of role
Mathematics curriculum standard puts forward: "Effective mathematics learning activities can't rely solely on imitation and memory, and hands-on practice, independent exploration and cooperative communication are important ways for students to learn mathematics." As an important extension of mathematics learning, homework should give students opportunities to explore and communicate.
In order to give full play to the consolidation, detection and guidance functions of homework exercises, we must abandon the practice of hastily correcting and simply commenting. If the teacher can comment on students' homework in a research way, or be good at discovering the advantages and highlights of students' practice, or be good at studying the causes of students' mistakes, or strengthen the incentive evaluation and guiding evaluation, and finally the teacher will record it by commenting on reading notes and circulate it among the students in the class, which will not only deepen students' impression, give guiding opinions, but also stimulate students' interest in learning.
Mathematics is a thinking subject, and homework should also conform to students' thinking characteristics. Therefore, scientific math homework should meet the following five principles: low starting point, multi-level, extensive development, communication and encouragement. Yan Yuan, an educator in the Qing Dynasty, said: "Words have limited contribution, but Xi has no contribution." Grasp the principles and design scientific homework, so that students can sublimate their knowledge, master skills, form their abilities and develop their thinking.