There are roughly the following types of "math characteristic homework" that give people the fragrance of rose hands: 1, math tabloid 2, math diary 3, math notes 4, math correcting books. The above assignments are "Mathematics Characteristic Assignments" arranged by different teachers in different grades according to the class situation. I have tried it myself before, but the purpose of the correction book has never been known. For the convenience of the teacher, I asked the lower grades to change in the same place, and the middle and high grades began to change later. For the correction of test papers, in the middle and senior grades, students are required to copy the wrong questions on stationery and correct them again. Discard waste paper after correction, which is not conducive to students' retention! After reading the corrected books on display, I communicated with the users of the exercise books about how to use them: first, change the wrong questions on each unit test paper next to this wrong question, then copy the wrong questions on the left side of the corrected books and write the correct answers on the corresponding right side. After listening to it, I realized that it really makes sense to use the revised version! Correct some common or error-prone problems and collect them again, so as to point out a direction for students to check and fill in the gaps in the final review! I agree with this assignment very much! For math diary, it is also a great surprise to me (behind closed doors, narrow vision, so everything is fresh, hehe). I looked through several books, and found that according to the date, it was roughly one article a week, which involved some memorable fragments in class, some gains, a little confusion, sorting out and summarizing the contents of a week or a unit, or mathematical knowledge in life. Every article has a detailed comment from the teacher, and I also saw it. After reading these special assignments, I have a lot of ideas about what kind of assignments to give students in the future (all the students I teach are in grade two now, which is a little small, and some ideas can't be put into practice)! It's really boring to do the same oral calculation, written calculation and problem solving in math homework. Let students do different homework occasionally, which will definitely increase the charm of mathematics! But at the same time, I am also thinking about how to make the "math characteristic homework" play its reasonable energy efficiency. First of all, the "math characteristic homework" should conform to the students' grade characteristics. Students in grades 12 and 12 are in a critical period to develop good writing habits. From the standard of writing to the format of writing and the use of etheric exercise books, teachers are hands-on. Therefore, homework should be small and precise, so that students can form good habits as long as they start writing (in fact, it is really difficult, and there are children who don't write according to the teacher's requirements every day). It is not appropriate to arrange other assignments that make students feel hard and difficult. So, from the third grade, they can. Starting from the third grade, with the improvement of students' literacy and writing speed, students can also be guided to make unit summaries by themselves and asked to prepare a loose-leaf book, which can be stored for a long time and can be used for primary school graduation. Teachers will lead the summary, teach students how to determine the content of the summary, how to arrange the content in the notebook, how to match a little exquisite illustration in the notebook according to their own preferences, and gradually let students develop the habit of unit summary. At the same time, since the third grade, students need to use a draft book. Students can prepare a draft book specially and put some squares of moderate size on it in advance, so as to cultivate students' good habit of drafting carefully and avoid scribbling or even copying mistakes, which will lead to unnecessary calculation errors! Secondly, the "math characteristic homework" should avoid increasing the burden on students. For example, for senior students, it may not be a big problem, but for middle and junior students, it is very difficult to sort out and collect content from typing. It is better to give homework to parents than to give homework to students. The part that students are most interested in may be the little map, which is actually a big competition between serious parents and their parents. The quality of handwritten newspaper is higher. On the contrary, those students who are not of high quality and do not think seriously in our eyes are actually works produced by students giving full play to their subjective initiative! What is the real purpose of this task? Don't worry if it's just for "characteristics" and "characteristics"! Math diary, in my opinion, is a good form of homework, but it lacks certain systematicness compared with the summary of mathematical units. In the middle and senior grades, if students are required to do some routine homework every day, sum up math units today and write math diary tomorrow, plus all kinds of Chinese homework and English recitation homework, it will inevitably increase students' unnecessary burden. Because the diary is mainly about summarizing mathematical knowledge, I will consider combining them into one, and each unit should be summarized after learning, but only for a class that students are particularly interested in or a problem with a particularly serious problem, so that students can't have anything to say! These are just my thoughts on this exhibition of "Math Characteristic Homework" and my plans for future homework. I have been trying to make my math class wonderful, and I will try to make my math homework blossom and bear fruit in the future!