First, based on textbooks, pay attention to the foundation.
The new curriculum concept emphasizes that "everyone gets the necessary mathematics", which shows that mathematics is a basic subject, and the concepts, properties, laws, quantitative relations and mathematical thinking methods reflected in primary school mathematics content are the basis for students to further practice, so students must learn well and use well. Therefore, when designing exercises, we should try our best to grasp the foundation, so that exercises can help students understand and know the basic knowledge, form basic skills and consolidate mathematical thinking methods. For example, when teaching the understanding of decimals, show "Starting from the right of decimals, the first digit is decimals, which digit is percentile?" Who's the thousandth? What is the first number to the right of the decimal point? What's the second place? "Through such basic questions, students can deepen their understanding of the digital order. When learning the basic nature of the ratio, we should design the topic "4∶8=8∶ 16=2∶4" to consolidate the new knowledge that students have learned.
Second, grasp the key points and focus on pertinence.
The purpose of exercises is to enable students to consolidate what they have learned, but many students always make mistakes when doing exercises. Then teachers should carefully analyze the key and difficult points in teaching and the knowledge points that students are easy to confuse, and carefully design targeted exercises. This kind of exercise can prevent students from making unnecessary mistakes, deepen their impression of knowledge points, enable students to master them in a short time, and at the same time enable students to experience the joy of success in time, which can improve students' interest in learning mathematics and make them more active in learning.
For example, after students learn the simple operation of fractions, it is easy to confuse the operation order of fractions. For example, the error rate of 4×× 4as (4×) ⊙ (4×) is very high.
So I designed a set of exercises after simply calculating the teaching scores: 4×⊙×4, (4×)(4×)(4×)×4.
When students do problems, find their differences and connections and understand 4×4.
It can't be simply calculated as (4×)⊙(4×), but it can.
Calculate 4÷××4, and from the feedback, the correct rate is obviously improved.
Third, novel and interesting, focusing on fun.
It is difficult for every student to concentrate from the first minute to the last minute of class. But if you can't concentrate, how can you stay efficient for forty minutes? It is necessary to design some "entertaining" exercises to improve classroom efficiency. As the saying goes, "interest is the best teacher" is a powerful driving force to promote students' learning. This requires teachers to design exercises, from the selection and presentation of exercise materials, from the arrangement and organization of contact activities, and from the objects, facts and facts that students are interested in, to create vivid and interesting scenes and stimulate students' interest.
For example, after teaching boring and rigid calculation problems, students often do some mechanical repetitive exercises to regain their consolidation, but their enthusiasm will be greatly reduced. According to the age characteristics of students, I often design some competitions such as "driving a train", "resting intelligently", "making friends" and "bravely climbing the peak". The same exercise has different effects in different situations. Students have high interest in learning, fast problem solving and strong consolidation.
Fourth, hands-on operation, pay attention to practicality.
Hands-on operation is an important means and way for students to learn mathematics. And activity is a child's nature. For students who think mainly in images, mathematics is boring, mechanical and serious, and repetitive homework is especially boring. According to these characteristics, practice should change the way of working, turn monotonous practice into students' own colorful activities, and let students observe, experiment, guess, verify, reason and communicate in practice.
For example, after teaching "cuboids and cubes", it is similar to "How many small cubes can make a big cube?" This kind of problem seems simple, but it is not so simple for the first-grade primary school students who are not rich in spatial imagination. In this case, I will assign homework, let students spell it out with small cubes and look at it with their eyes, so that the problem is solved.
Five, step by step, pay attention to levels
The basic idea of the new curriculum points out: "Mathematics education should be oriented to all students ... different people get different development in mathematics." So all our math exercises should fully embody the principle of teaching students in accordance with their aptitude. It is necessary to design targeted exercises from the teaching materials and students' reality, fully consider the differences among students, and do some layering on the requirements of practice quantity and quality, so as to make the exercises hierarchical and meet the needs of students at all levels. The hierarchy of practice design means that practice has a gradient, from easy to difficult, from simple to complex, so that students at all levels have "things" to do.
Sixth, train your thinking and be open.
Effective mathematics learning process can not only rely on imitation and memory. Therefore, the design of exercises should reduce the mandatory elements and enhance the openness of exercises. Open mathematical problems refer to those with incomplete conditions and uncertain conclusions. This kind of open question has high creative education value and is very challenging. It is beneficial to broaden students' thinking space, effectively tap students' creative potential, and has great advantages in cultivating students' innovative consciousness. Teachers should seize the opportunity and use open exercises to guide students to learn to analyze, choose, think and integrate.
For example, after teaching Statistics, design an open topic: make statistics on a certain kind of things according to your hobbies, and make simple statistical tables and charts. You can also express your opinions or put forward your own opinions according to your own statistical data. You can do it alone or in cooperation with your classmates.
"Mathematics Curriculum Standards" points out: "Hands-on practice, independent inquiry and cooperative communication are important ways for students to learn mathematics ... Mathematics learning activities should be a vivid, lively and personalized process." Under the guidance of this concept, teachers must carry out diversified practice designs, so that primary school mathematics exercises can break through the limitations of consolidating "double basics" and training skills, pay attention to stimulating students' interest in learning, keep students' enthusiasm for learning mathematics, explore students' learning potential, and let students truly become the masters of learning in the process of learning mathematics!