1. Refined operation content
Teaching practice shows that one of the direct factors of heavy schoolwork burden is the flood of "sea of questions", and the fundamental reason for this situation lies in low classroom efficiency, poor homework quality and lack of typicality. We should pay attention to the "quality" of math homework, carefully select the content in class, and give consideration to the typicality, systematicness and comprehensiveness of homework as far as possible. In the choice of homework, we should not only consider the principle of easy before difficult, step by step, but also pay attention to the principle of inspiration and consolidation. With the deepening of the new curriculum, the design of math homework should be innovated. We should inherit and carry forward the advantages of traditional mathematics homework with a critical eye, abandon its disadvantages of being difficult, complicated, biased and old, and take the development of students as the purpose. Based on this guiding ideology, we called the teachers of the preparation group to discuss, carefully selected topics, and designed the most suitable school-based homework for students, which achieved good results.
2. Diversified business forms
The homework in traditional mathematics is all pen-and-answer homework. The monotonous homework makes students feel bored, which reduces their enthusiasm for doing homework and is not conducive to training and cultivating students' various skills. Therefore, we should pay attention to the change of homework forms, realize the diversification of homework forms, and let students realize the fun and happiness of mathematics from the process of various homework, so as to cultivate students' interest in mathematics homework and then cultivate students' interest in mathematics. Paulia, a math educator, said: "A responsible teacher should choose some meaningful but not too complicated topics, and help students explore all aspects of the topics in the process of guiding students to solve problems, so as to improve their intelligence and reasoning ability." Effective homework is to fully reflect the fun, autonomy, practicality, cooperation and openness of homework. Teachers should decide whether to assign homework, how much and what kind of homework according to the teaching content and the actual situation of students' learning. It must not be a routine. Oral and written; Students need to observe, think and discuss, and students need to operate by themselves; We should not only remember and use knowledge, but also have the ability to train and cultivate, and make reasonable and appropriate combinations of various forms.
While scientifically arranging homework, we should also pay attention to cultivating students' interest in learning and innovative consciousness and ability in homework. Because interest is the motivation for students to learn, in this respect, I think homework questions should be as close to real life as possible, so that students can be inspired by some knowledge in life and stimulate their enthusiasm for learning while completing their homework; In addition, when assigning homework, we should make good use of topics, so that students can explore the value of multiple solutions, changes and uses of a topic, thus cultivating students' innovative consciousness and ability.
3. Graded distribution
Today's education has the basic elements of subjectivity, individuality, foundation and development. Among them, subjectivity and development require that homework must be hierarchical in order to suit all students and meet the needs of each student with different knowledge base and intelligence factors.
According to the reality of all students, we should distinguish different levels and give questions for different people. To meet the basic requirements of teaching, there must be basic questions and comprehensive questions that all students must do, especially in the basic questions, students' understanding of basic concepts and the cultivation of basic mathematical thinking methods, including the training of basic abilities such as calculation ability, logical reasoning ability and spatial imagination ability. There are also "optional" open questions in the homework, so that students with ability can improve their training. In other words, it is necessary to ensure that students with good foundation are "full" and students with poor foundation are "full". This not only consolidates and improves the effect of classroom teaching, but also does not increase students' homework burden.
Ask the same question from as many angles as possible. Setting the gradient of the problem is from easy to difficult, so that students can explore step by step, so that each student can get different degrees of successful attempts. The multi-gradient nature of questioning can help students explore all aspects of the problem, reach a deep understanding of the nature of the problem, and thus cultivate the profundity of thinking.
Design a step-by-step problem set. According to the needs of teaching content, choose different levels of topics, from easy to difficult, organize into question groups according to different ability requirements, and set up the nearest development area of knowledge, methods and abilities in a targeted manner, so that students' thinking gradient is gradual and just right. Let the students know the laws contained in each problem and appreciate the artistic conception and proposition of solving the problem. It is practical and effective to stratify homework through these methods and improve students' enthusiasm for doing homework.
Second, the evaluation and feedback of homework? Correcting homework is an indispensable link in teaching. It is a silent "dialogue" between teachers and students. Through this kind of "dialogue", teachers can get information feedback from teaching and learning, understand students' mastery of what they have learned, and help to adjust the progress of teaching content. Students can know their mastery of what they have learned from the homework test, so as to determine their learning goals and improve their learning methods.
There are many reforms in the method of correcting homework: ① classroom correction; ② Face-to-face correction; (3) students face-to-face correction, etc. But I think as long as you give timely feedback, you can improve the effectiveness of your homework. The so-called "strike while the iron is hot" can also illustrate this problem. Can't delay the feedback of homework. If it is too late, some students may have forgotten their homework, even what they did and how to do it. When they get the homework corrected by the teacher again, they should recall the situation when they did it.
Write a comment at the back of the students' homework. Language should be very emotional and persuasive, which not only contains the teacher's true feelings for students, but also has certain pertinence. Perhaps simple comments will have a strong shock in students' minds and produce good learning results. For example, instead of using "╳". "to ignore mistakes in homework, you can ask" Look at the first page of the textbook and do another question, ok? " "Look at the topic carefully again". For the homework that is skillfully answered, you may wish to annotate "What a wonderful answer!" "Innovation" and so on. In the process of homework evaluation, teachers should not only correct and grade students' homework, but also pay attention to silent communication with students, which will get twice the result with half the effort.
Third, the reflection of homework The essence of mathematics homework is "refining" and "reflection". The deeper the reflection, the more refined the practice can be. Therefore, the key to the effectiveness of math homework is whether all students can deeply reflect on each math homework and gradually develop good habits of introspection and introspection.
This includes students and teachers. After the exercise book is fed back to the students in time, the teacher asks the students to write down the reasons for the mistakes before correcting them. First of all, we know that students have seen their mistakes when correcting, but at this time, many students just have a general understanding of their mistakes and can't really understand them. Of course, a few students knew about it at that time. Before revising, students should deeply analyze their own mistakes, look at the mistakes drawn by their classmates, think about the reasons, and write down the reasons, so as to sum up the reasons and avoid blindly revising without knowing where the mistakes are. Secondly, the correct answer is written next to each question. What's the use? Giving students a direction guide, let him know whether his revision is correct or not, and compare it with the correct result, which is helpful for a successful revision. Deal with mistakes at two points so that students can have goals to follow. Otherwise, some students may make mistakes again and again, and even some students will copy other people's homework or scribble without knowing where the mistakes are and can't be corrected. It is not enough for students to write down the essence of the reasons, such as "I made a mistake" and "I made a mistake". I want to write down specifically where I made a mistake, with long words and short words, but I must write the essence. Students revise it and submit it to the teacher. At this time, the teacher carefully corrects the students' corrections, carefully examines the students' mistakes, and carefully examines the reasons for students' writing to see if they really know their mistakes, and then handles them: if they can't find the reasons, or the corrections are incorrect or incomplete, they will return to modify the reasons for writing. Because students have the correct answer, we should pay attention to the phenomenon of "golden jade is outside, but it is defeated". At this time, teachers should think deeply about the success or failure of their own teaching, sum up experience and make up for the shortcomings. Practice has proved that the arrangement of math homework is not "much", but "much". Teachers can stimulate students' interest in learning and consolidate and improve students' learning achievements by arranging appropriate, appropriate and effective homework. Therefore, it is necessary to reform the traditional arrangement of mathematics homework, make it artistic and diversified, make students happy to do homework, change passivity into initiative, cultivate students' abilities in all aspects and improve learning efficiency. Improve the effectiveness of homework, with innovative ideas, innovative means and innovative methods, let appropriate homework exercises give full play to students' potential as much as possible, and let students put more energy into activities to cultivate innovative spirit and practical ability.