China Library Classification Number: G622 Document Identification Number: A Document Number:1002-7661(2012)17-143-01.
In mathematics teaching, homework is a window for teachers to know the learning situation in time and check the teaching effect, and it is also a channel for both teachers and students to obtain information. Students construct cognitive structure by internalizing their homework. Teachers' evaluation of students' homework is a continuation of classroom teaching. Therefore, homework is an indispensable teaching link, a bridge between teachers and students, and a guide to adjust teaching methods.
First, the diversification of mathematical homework design
1, respect differences, try to vary from person to person, and work in layers.
There are personality differences among different students, which are objective. The stereotyped homework can't arouse students' interest, which leads to the phenomenon that some students have "not enough to eat" and "can't eat". When designing homework, consider this personality difference as much as possible, design multi-level homework with different difficulties, teach students in accordance with their aptitude, and avoid "one size fits all" and "rushing to March". Adopt the strategy of "homework stratification" to let students of different levels and levels get a successful experience.
For example, after teaching rectangular and square areas, design the following assignments in layers. Basic problem on the first floor: a rectangular parking lot, 80 meters long and 40 meters wide. What is its circumference and area? The second level change: a rectangular vegetable field, which is18m long and half wide. How many square meters is this vegetable field? How many square decimetres? The third level of improvement: the perimeter of a rectangle is equal to the perimeter of a square. As we all know, the length of a rectangle is 8 cm and the width is 4 cm. Find the area of this square.
Leave students room for their own choice, give full play to their initiative in learning, let them choose the number and difficulty of homework independently, let students at different levels freely choose the group of homework that suits them, and let each student have the opportunity to "shine" and pick their own "fruits". It fully embodies that "everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people have different developments in mathematics".
2. Game homework is one of children's favorite activities. Students master knowledge in games, and game-based homework contains what they have learned in game activities, which is the most popular form of math homework. For example, in playing cards, each person plays a card, and the sum and difference of the numbers contained in the playing cards in the hand are calculated first. Another example is the "Count Twenty-four" game.
Homework is the homework that students finish with their parents at home. For example, check the password with parents and check the composition of "2 ~ 9". Another example is: After learning the weight units of "gram" and "kilogram", let parents take their children to the vegetable market to buy 50g, 1 00g,1kg and 5kg. When weighing, guide children to observe the pointer and scale on the platform scale, and let them feel the actual weight of these items with their hands.
4. Open and situational homework, such as the expansion after learning the content of possibility. Suguo supermarket wants to hold a shopping all over 200 yuan prize-winning activity during New Year's Day, and all the red balls are given as gifts. The supermarket has prepared 10 red balls and 10 yellow balls. The supermarket wants to ask you to help plan the ball release. What are you going to say? what do you think? What would you say if you were a customer? Ask students to report from the standpoint of "supermarket side" and "customer side" respectively. This is an open question, and the answer is not unique. We can design the lottery scheme from different angles.
5. After studying life and practice homework for a long time, make a beautiful clock model by yourself, so that students can master the basic knowledge of clock face such as hour hand, minute hand, big grid and small grid in hands-on practice. Set aside a whole hour that you are familiar with and tell me what you are doing at the moment. Talk about your schedule for one day; Observe the working hours in front of shops, post offices and banks, and talk about when these places go to work and when they leave work. Another example: find some food boxes with cuboids, cubes and cylinders, and measure and calculate the area of the trademark paper stuck on them.
Second, the diversification of mathematics homework evaluation
1, homework evaluation criteria: from unification to stratification, there are individual differences among students, so the evaluation cannot be unified to measure all students with one scale, and the evaluation criteria should vary from person to person. According to different students, divide levels, so as to encourage students of different levels to make progress at different starting points. Students with strong learning ability are evaluated by "competition", with high standards and strict requirements. "There is no best, only better"; Take "incentive" evaluation to ordinary students, point out the shortcomings and guide the progress; For students with learning difficulties, we should take an "appreciation" evaluation, find and affirm their "bright spots", eliminate their inferiority complex, experience the happiness of success, and let every student realize the care of their teachers. The grading evaluation of homework can be changed from "urgent March" to "step by step" and finally reach the "end point"
2. Diversification of homework evaluation methods For a long time, the evaluation of primary school math homework was almost arranged by teachers, and the evaluation method presented was only to fill in a single "excellent, good and pass" grade or score. Such a single-level evaluation has become a "convention", and students only look at the results of homework corrected by teachers for a lot of time, and do not reflect. In addition, many math teachers are not class teachers, so they have less time and opportunities to communicate with students. Therefore, math teachers should make good use of the communication platform of exercise books and write appropriate comments for different students and different situations when correcting homework, which can timely convey teachers' requirements and guidance for students' learning, harmonize teachers' feelings with students and arouse students' enthusiasm.
3. Diversification of homework evaluation subjects emphasizes student participation, diversification of evaluation subjects, teacher-student interaction and student-student interaction. A three-dimensional evaluation mechanism combining teacher evaluation, self-evaluation and mutual evaluation and parent evaluation can be adopted. Teachers are no longer the only "judges" of teaching evaluation. We should face the comprehensive quality of students and evaluate them in all directions. Self-evaluation can encourage students to reflect on their studies and help them understand themselves correctly. Students evaluate each other, encourage each other or help each other to find out the shortcomings and avoid making the same mistakes again. The mutual evaluation of some open questions in mathematics teaching is also the exchange of problem-solving methods, which expands thinking and deepens understanding.
In short, in the evaluation of mathematics homework, we should strengthen the diagnosis and promotion of students' learning process, weaken the screening function of evaluation, dilute the single summative evaluation, and combine various evaluations to let students get positive evaluation from as many aspects as possible.