The strong logic of mathematics determines that its classroom nature will be relatively boring, which requires teachers to design some interesting and practical homework. Let students feel that homework is easy, not a burden.

1, design interesting homework

Pupils' learning often depends on their interest in learning. If students are not interested in learning, they will study in a state of forced learning, feel bored, have no motivation, and be completely in a state of coping. In order to arouse the enthusiasm of primary school students to learn mathematics and make them feel lively and interesting in the learning process, we should not only stimulate students' interest in mathematics in classroom teaching, but also strengthen their interest in mathematics homework. For example, oral arithmetic in lower grades can be practiced by matching passwords at the same table and driving trains in the whole class. Students are interested in learning, so naturally they won't find mathematics boring.

Interesting homework makes the process of students learning mathematics a lively learning process.

2. Design practical work

Mathematics is a highly practical subject, and practical homework is designed after students master the basic knowledge, that is, properly guide students to turn mathematical problems into practical problems, let students apply their learned mathematical knowledge to life practice, and cultivate their innovative consciousness and practical ability. Mathematics comes from life, and it is necessary to apply mathematical knowledge to solve various mathematical problems in life. Mathematics learning needs to strengthen the connection between knowledge and practice. For example, after learning RMB, I will go shopping with my parents and know how to pay and exchange money. After learning to measure, know the length unit of meters and centimeters, arrange to go home to measure the length of doors, windows, beds and other objects, and make records; After learning the practical problem of subsection charging on page 16 of the fifth-grade new people's education edition, let the students know what the price of local taxis is within a few kilometers, and how much they have to pay for each line of 1 kilometer, so that they can calculate the cost of taxis themselves.

Real life is full of mathematics. Looking for mathematical problems in the real world can make mathematics close to students' lives and let students experience the value of mathematics, thus generating interest in active inquiry. Cultivating students' independent working ability and habits through practical homework is conducive to developing students' intelligence and creativity and improving their innovative thinking ability.

Second, the number of design assignments.

Students are the main body of learning, and the new curriculum requires that our education should be "geared to the needs of all and pay attention to the development of every student", and we should arrange homework with different levels and requirements according to the different degrees of students as much as possible. If students are required to finish their homework with quality, they should not only consider the content of the homework, but also consider the quantity of the homework. Too few students can't meet the training requirements, and too many students stay. Students feel at a loss, have no clue, lack confidence, and finally they don't finish with quality, but just cope. Suhomlinski affirmed the fact that every student's intellectual development level is unequal. Therefore, in the face of different students, we should leave layered homework.

For example, when learning to solve equations, you can leave exercises with different numbers and difficulties, so as to make every student get different development. A slightly worse student can complete a slightly simpler problem, x+5.6 = 9.415x = 3x-0.7x = 3.63x-8 =16, and a better student can complete 91÷x =1.

For another example, after learning the simple calculation of decimal multiplication, you can design three levels of homework:

Grade A: (1) (0.25+2.5) × 4 (2) 3.4 × 64+3.4 × 36.

Grade b: (1) 5.7× 99+5.7 (2) 6.5×10.1.

Grade c: (1) 2.4× 5.6+2.4× 5.4-2.4 (2) 3.7× 3.8+0.37× 62. This design can arouse the enthusiasm and initiative of students' homework, avoid the monotony and boredom of homework, and students can choose homework according to their actual situation. At the same time, it also enables students to grasp the main points of knowledge, understand the knowledge connection and improve their ability to use knowledge flexibly in the process of solving problems. Really "everyone learns valuable mathematics, everyone can get the necessary mathematics, and different people have different developments in mathematics." Enhance students' sense of ownership.

In addition, when you leave your homework, you should also pay attention to the number before, during and after class. Don't leave too many homework questions before class. The purpose is to test the old knowledge of the last lesson and find out if there are any obstacles in learning the new knowledge of this section. Therefore, we should grasp the knowledge points and do one or two topics to pave the way for the new lesson. In-class training is mainly to understand the students' mastery of the knowledge points they have just learned in the case of many new knowledge points. There shouldn't be too much here, because the class time is limited after all, and then there are new knowledge to explore. The capacity of after-class exercises can be slightly larger, but it also depends on the students' situation, so it is not easy to do a lot of mechanical repetitive homework. The purpose of homework is to lay a good foundation, stimulate students' mathematical thinking and arouse their enthusiasm.