"Reducing the burden" means reducing the burden of primary and secondary school students' excessive schoolwork. It is unreasonable and unnecessary to reduce students' heavy academic burden, but it is not to avoid teaching quality. By reducing the excessive burden, we can promote the implementation of quality education, so as to promote the all-round development of students' morality, intelligence, physique and aesthetics and their healthy physical and mental growth. But learning is a hard work, which requires hard sweat. While reducing the burden, we should improve efficiency, teachers should change their teaching methods, students should change their learning methods, develop good study habits and master efficient learning methods.

Improve the quality of teaching.

First, stimulate interest in learning and improve classroom efficiency.

Many teachers use all available time to give individual tutoring to students after class, which can be described as forgetting to eat and sleep, or worrying that students will not learn well, so they have to assign a lot of homework after class. Come to think of it, is this too inefficient? Why do you have to pay so much for the tasks that should be completed in class to make up after class? The gain is outweighed by the loss. Imagine that students can study easily and happily in class and successfully complete their teaching tasks. Will there be such a heavy burden after class? The reason is that there are too many "poor students" in the class because of the long-term inefficiency in the classroom.

You have to make up after class. Therefore, in order to really reduce students' burden, we teachers need to improve their own quality, tap students' potential and improve classroom efficiency.

Students' learning mathematics is a purposeful and conscious behavior, which requires an intrinsic motivation to achieve their learning goals. This purpose is the students' strong desire to learn mathematics. Only when students have this desire to learn can they actively participate in the whole learning process. Therefore, in the teaching process, we teachers should use various forms to stimulate students' interest in learning and arouse their enthusiasm for active participation, thus improving the efficiency of classroom teaching. 1, create a situation to stimulate interest

In teaching, interesting learning materials can arouse students' enthusiasm in learning mathematics. For example, after teaching "solving application problems with formulaic equations", I designed a situational exercise of "saving lambs". Just when the wolf wanted to eat the lamb, the mountain king tiger came. In order to show his "justice", the tiger stipulated: "If the lamb makes a mistake, the wolf can move forward. If it does it right, the wolf will take a step back and stay away from the lamb. " In such an interesting fairy tale situation, students' instinctive "sense of justice" was immediately aroused, their enthusiasm for learning was high, and they were extremely serious in doing problems. Under the correct practice of students again and again, the wolf was forced to retreat step by step. When the wolf retreated to the "river" and forcibly rushed into the river, the students' desire to "punish evil and promote good" was finally satisfied, and the whole class could not help cheering loudly. The classroom atmosphere reached a climax, which greatly improved the classroom efficiency. 2, hands-on operation, stimulate interest

Because mathematics knowledge itself is abstract and boring, it contradicts the characteristics of students' lively thinking and concrete image. In order to reflect students' curious and active characteristics, strengthen students' cognition and understanding of various knowledge points, organically combine students' thinking and ability, and more importantly, let students participate in practice, stimulate their interest and make them eager to try. For example, in the process of teaching the derivation of parallelogram area formula, students actively explore, observe, discuss, discover and communicate by cutting, moving and spelling, and boldly derive the parallelogram area calculation formula. When the students converted the parallelogram into a rectangle by cutting and mending, they asked: What is the connection between the rectangle after cutting and mending and the original parallelogram? According to the above findings, can the calculation formula of parallelogram area be derived? After the operation, the students made clear the internal relationship between the two figures and established the spatial forms of rectangle and parallelogram, which made them have a lot to say and they were interested in participating. It is completely possible to process and sort out the formula, and classroom teaching is more effective.

Second, the assignments should be few and precise.

(A), depending on the level, update the point of view, properly arrange homework "more homework, high quality."

. This is the opinion of some teachers. Teachers who hold this view do not take into account the characteristics of children's psychological development and their physical and mental endurance. In this way, most students who are overwhelmed will be "tired of learning", which will seriously affect their physical and mental health. Therefore, teachers should arrange their homework scientifically according to the age characteristics of different grades. Generally speaking, there is no written homework in grade one, generally no more than twenty minutes in grade two or three, and no more than forty minutes in grade four or five. The difficulty of homework should be moderate, the purpose should be clear, and it should be conducive to forming a good knowledge structure and developing good study habits with students through learning.

(2) Learning through play, entertaining and improving children's interest in learning.

Homework should be interesting, which is determined by children's age characteristics and psychological characteristics. For example, after learning the four calculations of scores, you can leave the homework of "coloring". You are required to paint the correct formula in the blank by calculation. What did you find after painting? In order to find out what is in the picture, the students calculated carefully without eating when they got home. When the students calculated all the pictures and found a lively and lovely little animal, a happy smile appeared on their faces, not the hard work after calculation. Children's interesting game assignments are arranged, and a series of calculation problems are integrated into the story, so that students can master calculation methods and skills in a relaxed and pleasant atmosphere and improve their calculation ability and interest in learning.

(3) change the form to adapt to the age characteristics of children.

Teachers should give homework new content and new forms, so that students will like it. For example, after teaching the knowledge of cuboids, I assigned this assignment: 1,

Make: Make a cuboid out of radish or mud. 2、

Paint: paint with different colors.

In this way, students have formed a profound understanding of the opposite, edge, vertex and curved surface through their own doing, speaking and drawing.

(d) Designing exploratory homework to capture the curiosity of most children and make students become problem investigators.

Students' completing math homework is also a kind of math learning activity. Effective math learning activities rely not simply on imitation and memory, but on students' hands-on practice, independent exploration and cooperative communication, so that students can understand math knowledge, skills and knowledge well.

Only by truly understanding and mastering mathematical thoughts can we gain rich experience in mathematical activities. 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. 1, observation work. Observation is the window of thinking, which can help students find problems and discover the laws and essence of things. For example, when learning "axisymmetric graphics", you can arrange an assignment: please observe the shapes of some plane graphics such as butterflies and Tiananmen Square at home. What did you find? What do you think of the graphics of this function? 2. Investigation. Let students explore mathematics in life, which can cultivate students' inquiry ability and enhance their sense of numbers. For example, after the teaching of "saving water" in math activity class, students can investigate the monthly water consumption at home or school and write a suggestion on rational water use according to the survey results. 3. Experimental homework. Let students experiment and operate, which is helpful for students to understand knowledge and develop their abilities. For example, after studying "Application of Proportional Distribution", students can be asked to configure some disinfectants to disinfect kitchen supplies according to the instructions of disinfectants they use.

(5) Design life-oriented homework to make students become knowledge practitioners.

Life is a place where students learn mathematics, and it is also a place where students use mathematics to solve practical problems. Therefore, when designing homework, we should create practical problems in life, encourage students to try to use the mathematical knowledge and methods they have learned, find solutions to problems from the perspective of mathematics, experience the value of mathematics in real life, and let students realize that there is mathematics everywhere in life, and life cannot be separated from mathematics, and gradually become knowledge practitioners.

Teachers should start with the optimization of homework layout and work hard on "precision", "innovation" and "cleverness" (precision: fine content; New: new form; Clever: clever design), really let homework play its due role, and let homework become a beautiful landscape for students in their spare time. Free students from heavy homework.

In short, "reducing the burden" is not a one-off event, nor is it a one-person thing. As teachers, they shoulder the responsibility of teaching and educating people. Teachers must improve their own teaching level and teaching efficiency, make students' schoolbags lighter, have less homework and have higher interests, and really "lighten" their schoolwork burden.