First, cultivate students' sense of numbers with practical work.
This kind of homework mainly comes from examples and exercises involving quantity and quantity. The understanding of quantity is abstract, and students' perceptual knowledge in this respect is poor, which makes it difficult for students to correctly establish the concept of quantity. When teaching, we should actively create practical conditions, provide practical ways, everyone should participate, and strengthen the understanding of ideas by increasing personal experience. For example, after learning grams and kilograms, it is necessary to make good use of "do one thing" in the book, so that students can go home and weigh different objects with their parents, estimate, weigh and fill in, and feel the quality of 1kg and1g. If students weigh eggs, apples and other common items in life, 1 kg eggs, apples and other items will be impressed, and they will be familiar with the above questions.
Second, expand students' mathematical vision by collecting homework.
Before teaching negative numbers, I designed the following homework: 1. Collect short stories about negative numbers, the history of negative numbers, etc. 2. Collect examples of negative numbers in your life and try to talk about your understanding of negative numbers in the examples. In the book, "Do you know?" This paper introduces the history of negative numbers, but it is relatively simple. Ask students to look up or browse related books online in advance, and collect short stories about negative numbers, the history of negative numbers, etc. Let students know more about the generation, representation and new changes of negative numbers. , to increase their understanding of the history of mathematics, to stimulate positive mathematical emotions. At the same time, there is mathematics everywhere in life. Let students collect examples of negative numbers in life, which can not only help students further experience the connection between mathematics and life, but also help students understand negative numbers.
Third, cultivate students' inductive ability by assigning homework.
This kind of homework mainly comes from "arrangement and review" and "general review", which is suitable for junior and senior high school students. In unit review or general review, let students list, compare, classify and integrate their knowledge independently according to their own learning situation, find out the ins and outs of knowledge, communicate its vertical and horizontal connections, make it organized and systematic, and implement knowledge re-creation in finishing to help students establish a good cognitive structure. You can guide the students to list the knowledge points first. Because there are many knowledge points in every subject, some knowledge will reappear in students' minds soon, while some knowledge may be forgotten. Therefore, when enumerating knowledge points, students should be guided to comprehensively collect all the knowledge related to the subject and accurately understand the specific meaning of each knowledge point, which is an important basis for systematic knowledge collation. When students collect the knowledge points related to the subject and make clear the meaning of each knowledge point, they should sort out these knowledge points and implement re-creation. In other words, it is important for students to summarize, classify and integrate knowledge points and systematize knowledge, which is an important link for students to reflect on their learning achievements and deepen their understanding. There are two tasks to be completed when combing: first, through assimilation, the vertical knowledge points are organically linked to form a structural chain from complex to simple and from species to genus; Second, through adaptation, the knowledge points in each horizontal direction are effectively distinguished to form a whole from simple to complex and from genus to species. Let the scattered knowledge learned by students be "vertical" into lines and "horizontal" into blocks, so as to make it systematic and orderly, and help students to initially construct their own knowledge network diagram. These formed lines and squares are the fruits of students' innovation. In the meantime, thinking methods such as "classification" and "induction and generalization" are used, and students' favorite sorting forms such as "branch diagram", tables and pictures are generally adopted to achieve simple, clear and clear sorting results.
Fourthly, cultivate students' statistical consciousness with research homework.
? This kind of homework mainly comes from statistics and probability in examples and exercises and some small surveys in other contents. For example, after learning review statistics, use the exercises in the book to ask students to "investigate the time of parents' work and housework every day, complete the composite statistics, and write down your feelings when you see the results." It not only allows students to go through a complete statistical process again, but also enhances their statistical awareness and ability. At the same time, you can infiltrate education such as thanking your parents and loving labor.
When designing the investigation work, we should consider some interference factors that may appear in the statistical process in advance, give necessary hints, and eliminate irrelevant factors that affect the acquisition of correct knowledge.
Fifth, use homework to cultivate students' comprehensive ability.
This kind of homework mainly comes from examples and exercises involving graphics and geometry. The content of geometry knowledge in primary school mathematics is mainly divided into two parts: plane figure and three-dimensional figure. When learning the position, characteristics and formula calculation of graphics, it is often necessary to make some teaching AIDS and learning tools to help students understand. What I got from the paper is very shallow and I don't know how to do it. Students can make their own works, build a bridge between materialization and internalization of knowledge structure through personal experience, and show their works in class. This is not only the application of knowledge, but also the all-round development of ability and emotion. For example, when teaching cuboids and cubes, let students choose materials to build a cuboid frame. In practical operations such as looking, touching and spelling, students participate in activities with various senses, constantly enrich their perceptual knowledge, master the characteristics of geometric shapes and accumulate spatial concepts. For example, after finishing the year, month and day in grade three, ask students to make a calendar for next year. It can not only help students to further consolidate the relevant basic knowledge of the year, month and day, but also cultivate students' ability to think and solve problems in an orderly manner, accumulate experience in mathematical thinking activities, feel the application of mathematics in life, and cultivate students' aesthetic ability and design ability, thus realizing the integration of disciplines.
The monotonous and boring homework makes students hate math homework and math. We should seriously study the spirit of curriculum standards, carefully explore the content of teaching materials, constantly innovate the form of homework according to different learning contents and types, enlarge the "length" and "width" of homework, make students fall in love with math homework and develop themselves while enjoying diversified homework!