First, the improvement of business ability
Homework should be less but better. Playing is a child's nature. Whenever the teacher leaves a lot of homework, the students will have resistance. With this emotion, the effect can be imagined. If the teacher only leaves one or two questions every day, the students will be happy to finish them carefully. This requires teachers to work hard on homework design to make the homework moderate and comprehensive, so as to promote students to consolidate knowledge, improve their ability and develop their thinking.
For example, after learning the "surface area of a cuboid", I only left one assignment: a rectangular body is 5 cm long, 5 cm wide and 10 cm high, and I want to find its surface area. Only the formula does not count, see who has the most formulas?
Although the number of questions is small, it improves students' interest, enhances students' self-confidence and exercises students' ability, and gets twice the result with half the effort.
Second, diversified business forms.
Tagore said: "We can't limit rivers to some well-defined rivers." Students will lose interest in homework if the homework assigned by the teacher is the same for a long time. Therefore, in homework design, we should pursue the diversification of homework forms, so that students can get out of the single form of "writing" and from the boring, simple and repetitive exercises without thinking content.
Mathematics knowledge should be integrated into lively and interesting activities to make homework more lively and interesting, so as to stimulate students' interest in doing homework, let them feel their inner needs and finish their homework on their own initiative. For example, homework can be designed as investigative homework to enhance students' statistical awareness, practical homework to cultivate students' sense of numbers, operational homework to cultivate students' comprehensive ability, consulting homework to expand students' horizons, and finishing homework to cultivate students' inductive ability. It can be used to write math diary, make statistical charts, draw line segments, survey reports and other forms, which not only stimulates students' interest in learning, but also exercises students' various abilities.
Third, the homework content is life-oriented.
Homework should be closely related to students' real life, so as to make it close to students' study life, daily life and social life. Mathematics comes from life and is applied to life. Therefore, when designing homework, we should make extensive contact with students' real life, so that students can feel that mathematics is not mysterious, and mathematics is around.
For example, after learning Digital Coding, I gave my students homework: go home and take out my or my parents' ID cards to see what their ID numbers are. What does each number mean? If you were asked to write a person's ID number, would you? Everyone will communicate with each other in class tomorrow.
For another example, after learning "the area of a rectangular square", my homework is: there are two kinds of square tiles: 80 cm and 60 cm in length. Measure your kitchen or living room. Which tile is more suitable for floor? Write down your plan.
In this way, the familiar things in students' life are used to study mathematical problems, and students complete their homework well with curiosity and interest. Just as "ask how clear the canal is, there will be flowing water from the source", students will be guided out of the classroom and into life through homework, so that homework can be closely combined with social life, and students will realize that learning is useful and reflect the vitality of mathematics.
Fourth, the difficulty of homework is hierarchical.
The new curriculum standard requires that "different people have different development in mathematics", and the development level of students is different. Let students with differences do homework without differences, which will inevitably lead to the phenomenon of "not having enough to eat" and "not having enough to eat". The "one size fits all" of traditional homework cannot take into account the development needs of students at all levels. When designing homework, teachers should fully consider students' different needs in learning, cognition and emotion, and try to design homework with different difficulties and functions, so that students at all levels can choose training independently in the "buffet" of homework, so that each student can get different development.
For example, after teaching Multiplication Table, students are required to complete at least one set of homework.
The first group: 25×9×4 53×76+47×76.
10 1×65 88× 162-88×62
Group 2: 85×30 1 125×88.
199× 10 1 79× 102-69×2
The third group: 4257+4257×99 879×98.
48×50 1-48 125×25×32
For another example, after teaching Volume of Cylinder, I designed a set of exercises for students to choose two conditions to complete: the relevant data of a cylinder are as follows: the bottom area is 45 square centimeters, the bottom radius is 4 centimeters, the bottom diameter is 8 centimeters, the bottom circumference is 18.84 centimeters, the side area is 62.8 square centimeters, and the height is 5 centimeters. Find the volume of a cylinder.
According to their own situation, students have completed a different number of exercises, and some top students have completed and done it right, so I put forward higher requirements for them; Students who have completed some of these questions are encouraged to "Can you do other questions?" "If you do it right, add 10!" Let students of different levels have their own gains in the process of "jumping", gain learning pleasure and constantly improve their learning ability, thus promoting the improvement of students' comprehensive quality.
Verb (abbreviation for verb) homework result is open.
Traditional homework overemphasizes the uniqueness and certainty of the answer, while the new curriculum homework highlights the openness and inquiry, and the homework answer has certain openness and even uncertainty. These assignments to train students' divergent thinking are challenging, which can effectively stimulate students' fighting spirit and enthusiasm for learning, guide students to think, think well and think skillfully, and strengthen students' innovative consciousness. When designing this kind of homework, teachers should have practical content, and can design various forms of homework such as operation, demonstration and display as needed, which is easy to attract students' attention and produce strong emotional experience.
For example, after learning "area of rectangle and square", the remaining exercise is: a wire is 28 cm long. Please enclose it with a rectangle. How many ways can we surround it? Which area is the largest?
For another example, after learning Addition and Subtraction within 20, I designed a question like this: What kinds of vegetables can my mother buy from the market, such as tomato 3 yuan, eggplant 2 yuan, mushroom 7 yuan, bean 6 yuan, cucumber 5 yuan, Chinese cabbage 4 yuan and parsley 2 yuan?
Such an open homework design not only avoids boring calculation, but also cultivates the comprehensiveness and flexibility of students' thinking and exercises their creative thinking abilities such as seeking difference, divergence and concentration.
In short, the primary school mathematics homework design under the new curriculum concept aims to stimulate students' interest in learning, reduce their academic burden, and pay attention to practical results. According to the age characteristics and individual differences of primary school students, elaborate, diversified, life-oriented, hierarchical and open mathematics homework is designed, so that students can learn knowledge in homework, improve their skills in homework, develop their thinking in homework, truly enjoy the fun of learning mathematics and become the masters of learning.