2. The principle of hierarchy. The design of classroom exercises should be from easy to difficult, from basic to complex, from consolidation to development. Therefore, when designing classroom exercises, teachers must take into account the difficulty and level of exercises, and must be suitable for students' existing level, taking into account students' "nearest development zone". At the same time, teachers should not only let students experience the sense of success, but also cultivate their interest and confidence in learning mathematics, so as not to lose the motivation to practice seriously because it is too easy.
3. The principle of pertinence. The design of classroom exercises must be considered from two aspects: the content of teaching materials and the basis of students. We should design exercises according to the key points, key points and difficulties of mastering knowledge and forming skills, rather than proceeding from objective reality.
4. The principle of diversity. In the design of classroom exercises, we should pay attention to the diversification of questions and methods, such as filling in the blanks, multiple-choice questions and answering questions, oral, hands-on and written exercises, individual exercises and comprehensive system exercises. At the same time, we should put boring math problems in interesting problem situations, so that students can complete the construction of knowledge with a pleasant and challenging attitude.
5. The principle of timeliness. The dialectical relationship between quantity and quality should be well handled in the design of classroom exercises. It is impossible to consolidate knowledge and form skills only by paying attention to the practice content which is few and precise, without a certain amount as a guarantee. On the contrary, repetitive exercises that only demand quantity but not quality can only increase students' academic burden, which is not conducive to intellectual development and ability training, causing students' psychological boredom and reducing the practice effect. Therefore, teachers should give feedback to classroom exercises in time, help students find and correct mistakes in time, adjust learning strategies to complete learning tasks, analyze wrong questions specifically and pertinently, and make incisive comments.
Second, do something new and find another way to cultivate students' divergent thinking ability. The solution in the textbook is scientific and correct, but there is not only one. Teachers should guide students to be unconventional, encourage students not to be superstitious about books, think positively, dare to explore and innovate, which can stimulate students to think positively and innovate enthusiastically. If students have their own new ideas about problems, they will be excited about their great discoveries and have great enthusiasm and happy and successful experiences in mathematics.
Third, practice with "living" textbooks to cultivate students' innovative ability. There are many math exercises. How to liberate from "the sea of questions" is to tap the potential content of exercises, guide students to associate in a wider range and at a deeper level, and generalize and evolve what they have learned in a wider range, thus promoting knowledge integration, improving problem-solving ability and thinking ability, and solving problems and methods. Its methods include: variant exercises, multiple solutions to one question, open-ended questions, inquiry questions, etc.
In short, in teaching, teachers should make use of the characteristics of mathematics, design classroom exercises according to the teaching content and closely follow the teaching objectives, strengthen the consciousness of designing "excellent" exercises, and focus on quality. Design exercises with certain gradient, difficulty and density on the basis of appropriate knowledge and difficulty, and pay attention to increasing the span of knowledge and changing the angle between forms in practice, so as to be new, close and lively, and make classroom exercises continue to be the direct source of students' interest in learning mathematics. Let students be at the beginning of the problem, and interest has been born; The more interesting it is to do the problem; Starting from the interest in learning, then the classroom practice design is effective.