First, students are more willing to finish interesting homework.
In the eyes of primary school students, those novel, vivid and flexible things are often more likely to arouse interest, so that their thinking is always in a positive state, resulting in a strong thirst for knowledge and enabling them to enter the best learning state. According to this rule, when designing homework, we should design more childlike and close homework to stimulate students' interest in learning and make them become musicians. Curriculum standards emphasize that mathematics learning should start from students' existing life experience and knowledge, so that students can experience and abstract practical problems into mathematical models and explain and apply them. The arrangement of primary school mathematics textbooks is also close to life, which exists in life and is used for life. Therefore, in the design of homework, we should combine math homework with students' real life, and often arrange some homework closely related to students' life, so as to cultivate students' ability to solve practical problems by using math knowledge and expand and extend what they have learned. For example, after learning the knowledge of "Tax and Interest" in the People's Edition 12, I asked students to design a form and go to the local credit cooperative or postal bank to copy the interest rate table at that time. Set a plot and give you 5000 yuan. How long do you decide to save, and calculate how much interest you can get at maturity. The students are full of interest and enthusiasm, and they have actively completed this task.
Second, exploratory topics.
The new curriculum advocates students to actively explore, obtain information, innovate knowledge, and cultivate the ability to analyze and solve problems. Therefore, when designing homework, we should design some exploratory homework based on students' active exploration, experiment, thinking and cooperation according to the teaching content and students' experience in mathematics activities, so that students can become explorers of a problem in mathematics activities, and the completed homework is impressive and effective. For example, after teaching "Graphic Transformation", I asked them to use all the tools they can to design an axisymmetric graphic according to its characteristics. The next day, some students brought paper-cut works; Some students have designed various assignments such as architectural patterns, but they have one thing in common, that is, the graphics they designed are all axisymmetric. Looking at these "excellent" works of the students, I know that they have mastered all the contents of this lesson. I think this kind of homework can not only enable students to acquire mathematical knowledge, but also be a problem-solving ability.
Third, effective distribution.
First of all, you can't do too much homework or ask for everything, because it's impossible. Besides math homework, students have a lot of homework to finish. Time does not allow students to do a lot of math homework. Secondly, doing too much makes it difficult for students to grasp the key points of knowledge. Secondly, homework should be purposeful, and every homework should be carefully designed to review and consolidate knowledge, not just to complete the workload required by the school. Every homework should be targeted at a certain knowledge point, which can be the knowledge point of a new subject you just attended or the knowledge point you have already learned. In short, you can't blindly assign homework in order to complete the workload. Third, homework should vary from person to person and be arranged at different levels. Some students have a good foundation and good academic performance, so they can do more and do some difficult homework problems, while others have a poor foundation and relatively poor grades. The homework assigned to them needs to be simple, so that they can successfully complete their homework and build up their confidence in learning. Otherwise, they will only copy their homework, and finally they will not be able to master even the simplest knowledge, which is time-consuming and laborious.
Fourth, arrange daily homework.
There is mathematics everywhere in life, and mathematics permeates every corner of life. In mathematics teaching, I often connect with real life and guide students to realize that mathematics is in life. Applying what you have learned is the ultimate goal of learning mathematics. Because of the short class time, homework has become a beneficial extension of classroom teaching and a vast world of innovation. Students can learn knowledge from the vast world by properly using the natural extension of classroom content. In teaching, teachers should strive to stimulate students' desire to use knowledge to solve problems and guide students to consciously use knowledge to solve related problems in life.