First of all, the reform of the education system, especially the examination and evaluation system, is fundamental.
China has been carrying out quality education for a long time, but the system of selecting talents through examinations has not fundamentally changed, nor has the phenomenon of crossing the wooden bridge with thousands of troops. Moreover, many places still regard the enrollment rate and online rate of key middle schools as the criteria for evaluating a school and a teacher. In this way, schools, teachers and parents discount the exam-oriented education under the banner of quality education, and the so-called reduction of students' burden has become superficial, so it is fundamental to reform the examination system and evaluation system.
Second, it is the key to reform classroom teaching and improve classroom teaching efficiency.
For a long time, teachers' teaching, even some so-called famous teachers' teaching, relies on time, homework and training to improve students' grades. They firmly believe that "what is lost in the embankment will be made up", so those "powerful" teachers in the school will finish their homework first, and other teachers will leave more homework in order to narrow the gap. Over time, students' academic burden is getting heavier and heavier. In order to change this situation, teachers should reform classroom teaching and be efficient for 45 minutes.
When preparing lessons, teachers should carefully study textbooks, grasp curriculum standards, understand students' knowledge reserves, and know where the difficulties and misunderstandings of students' learning are, so as to make classroom teaching targeted and know what to teach and how to teach in each class. In the classroom, teachers should find the starting point of teaching according to students' age and psychological characteristics, stimulate students' interest in learning, guide students to explore, communicate and cooperate, and guide students to learn to learn; In the after-class session, teachers should carefully prepare and choose exercise questions according to the feedback from students in class, so as to make the exercise questions few and precise, aiming at students at all levels. Through practice, every student can be improved and enjoy learning.
The reality that students are overburdened with schoolwork still exists, which requires our education departments, schools, teachers and parents to act together to raise awareness, change their concepts and really consider the healthy growth of students.
Nowadays, it is not a very new problem to reduce students' heavy academic burden and improve classroom teaching efficiency. Reducing the burden is to improve efficiency. How to unify the contradiction between reducing burden and increasing efficiency? The key lies in teachers and classroom teaching reform. As the basic form of school teaching, classroom teaching is the main position for teachers to complete teaching tasks. In order to reduce the burden and increase the efficiency, and improve the teaching quality in an all-round way, we must completely abandon the traditional teaching methods of "cramming" and "cramming" in mathematics teaching, completely abandon the "sea tactics" used to cope with exams, strictly and correctly grasp the teaching materials, and adopt advanced and appropriate teaching methods and means. Speaking in class is accurate, interesting and flexible, giving students enough time to think, do things and talk, discussing and studying by themselves, gradually cultivating students' good study habits, and gradually making students love learning and learn to learn. In order to truly achieve the goal of reducing burdens and increasing efficiency, we must start from the following aspects. One: Clear the purpose and stimulate interest. Curiosity and interest in learning are intrinsic learning motivations. To cultivate students' interest in learning, students should realize the practical value of mathematics, which is of any direct or indirect use to them. When students can realize that learning is a means for them to achieve an important goal, they will have curiosity and interest in understanding. In mathematics teaching, helping students understand the purpose of learning mathematics is an effective way to cultivate and stimulate students' interest in learning mathematics. In mathematics teaching, examples of mathematics widely used in science, production and life are introduced to let students understand the important role of mathematics in the development of society and modern science; This can overcome the one-sided understanding that most students think that learning mathematics is not only to meet the needs of entrance examination, deepen their understanding of the importance of mathematics learning, and thus cultivate and stimulate students' interest in learning mathematics. In the process of mathematics teaching, students should also realize the important role of learning mathematics in improving thinking quality and cultivating logical reasoning ability and imagination. Therefore, it is said that "learning mathematics is a specific medicine to exercise thinking and make people smart". So as to establish the concept of "learning mathematics can make people smart" for students, and thus maintain their interest in learning mathematics in the teaching classroom. Two: diligence and conciseness. Intensive cultivation: Some teachers think that teaching time is directly proportional to teaching effect, and that teachers' classroom teaching and students' extracurricular practice not only make full use of classroom time, but also make full use of students' extracurricular time. So I do not hesitate to squeeze out students' independent homework and feedback time for teaching, thinking that this will improve the teaching effect and achieve good results. They don't know that students can't build new cognitive structure, consolidate knowledge and form skills without their own independent activities. At best, teachers can only let students "understand" but not "know" when giving lectures and activities with teachers and students alone. According to the different requirements of teaching content, teachers should correctly grasp the teaching materials, carefully design the classroom teaching process, fully trust students and take students as the center. For some knowledge that students can understand in textbooks, don't explain it repeatedly, let students explore and practice it themselves, and teachers should design questions around these basic knowledge, so that students can discuss and even argue. According to students' characteristics, basic level and interest differences, different ways and means should be adopted for teaching, so as to enable students to master these basic knowledge. For example, "the difference between a parallelogram and a trapezoid", two groups of parallelograms with parallel opposite sides are parallelograms, and only one group of parallelograms with parallel opposite sides is a trapezoid. In this class, the teacher gives the theorem directly, then explains it, and then illustrates it with examples. On the surface, it seems to meet the teaching requirements. However, this is indeed a very common classroom structure, and it has not got rid of the shackles of the old teacher-centered teaching thought. If we change the design, let students practice observation and give students a concrete and intuitive image; Find the difference by yourself, and get that two groups of quadrangles with parallel opposite sides are parallelograms, and only one group of quadrangles with parallel opposite sides is trapezoid. It will make the whole classroom more vivid, cultivate students' mathematical ability and let students firmly grasp the difference between parallelogram and trapezoid. This will be better than the teacher's direct conclusion. Conciseness: At present, it is still common that homework can't get feedback in class. Many teachers turn classroom homework into extracurricular homework, depriving students of activity time and increasing teachers' burden, which directly affects the improvement of teaching efficiency and gets twice the result with half the effort. We should always pay attention to adjusting our teaching process, the depth of teaching content, the speed of teaching rhythm, the choice of teaching methods and the speed of teaching language according to the feedback information of students, which is an important part of classroom teaching. Classroom autonomous homework is an important activity for students to do it in class. On the one hand, it can urge students to apply what they have learned and deepen their understanding of new knowledge in application. On the other hand, it can expose students' shortcomings in applying new knowledge. Class assignments, as the name implies, are done in class and can be fed back. Don't practice across the board in math learning. According to students' characteristics, basic level and interest differences, we should adopt different methods and ways to teach, meet different needs, and let all kinds of students have interest in learning mathematics. When giving lectures to students with poor foundation, we should pay attention to being easy to understand, while for students with good foundation, we should be more logical and profound. The assigned exercises should also be graded according to the students' learning situation. Students with a good foundation can arrange some flexible topics and difficult questions, so that everyone can gain something and make progress. At the same time, we should do a good job in counseling, help them overcome obstacles in their studies through individual counseling, and establish confidence in learning mathematics well. Third, get feedback information and adjust teaching methods. Some teachers think it's better to finish teaching as soon as possible and start reviewing as soon as possible, so they cut off the time for students to do homework and feedback to catch up with the progress. Under the guidance of the concept of examination, the teaching of grasping scores seriously violates the principle of information acceptance and the cognitive law of students, and the result is counterproductive, which is not conducive to the acquisition of knowledge, the formation of skills and the construction of cognitive structure of students. In the process of teaching, the activities of teachers and students are bound to achieve certain results. If these results are fed back in time, they will become new information for further adjustment of teaching and learning. For students, knowing the results of learning in time can help them get correct information quickly and further adjust their learning methods. Teachers' timely and appropriate evaluation of students' learning is a very important form of feedback and a favorable factor to promote learning and improve learning effect. Teachers know how their teaching effect is from students' knowledge. Get timely and comprehensive feedback, adjust teaching methods, improve teaching effect, and promote the formation of students' intellectual skills. In a word, every math class can be carefully designed, and some interesting factors in mathematics can be excavated, so that the math class can be full of climax and fun, and the negative characteristics of the complicated and boring mathematics subject can be fundamentally improved, so that students can feel happy in the process of learning mathematics. The cultivation and stimulation of students' interest in learning mathematics, the intensive teaching of teachers, the timely adjustment of students' learning methods and teachers' teaching methods. Only in this way can we really reduce students' schoolwork burden and improve classroom teaching effect.