Proper arrangement refers to the arrangement of appropriate homework, so that students can carry out written training independently in a relaxed and happy state, thus achieving the requirements of "high efficiency and low consumption" and effectively promoting the healthy development of intelligence and body and mind. Then, how should teachers guide their own behavior and practice properly when assigning written homework?

First of all, homework should have a global concept. All the courses offered in the nine-year compulsory education stage occupy the same important position, and there is no distinction between "main courses and sub-courses". The requirements of reducing the burden on students and scientifically balancing the workload of various subjects are strictly put forward. However, at present, some teachers simply pursue the pass rate and enrollment rate, ignoring the requirements of other subjects, reducing the burden on students and balancing the workload of various subjects. However, blindly and blindly assigning too many written assignments to one's own subjects takes up the homework time of other subjects, destroys the balance of homework in all subjects, greatly limits the formation and development of students' various abilities, and also makes some students feel strongly tired of learning, forming a bad habit of perfunctory and copying homework, which can't achieve the purpose and effect of doing homework at all. At the same time, due to too much homework, teachers can't make detailed and diagnostic corrections in time, which affects the feedback of "information" and artificially creates weak links between old and new knowledge. Therefore, when assigning written homework, teachers should focus on the overall situation, consider the interests of various disciplines, consider the workload of both their own disciplines and other disciplines, and give priority to moderation.

Secondly, homework should have a sense of time. Before assigning homework, teachers should accurately grasp the total self-study time of a day, predict the time limit of homework, and strictly control the homework time. Generally, the written homework time of mathematics in senior grades of primary schools does not exceed 30-35 minutes, 20-25 minutes in middle grades and 15 minutes in junior grades.

Second, homework should highlight the purpose.

The selection of the content of mathematics written homework must be based on the teaching objectives, and it is forbidden to mechanically copy, plagiarize after-class exercises or randomly arrange aimlessly. If teachers blindly and aimlessly arrange, they will not only fail to meet the homework requirements of "high quality, high efficiency and low consumption", but also pay attention to one thing. Then, how should teachers highlight the purpose of homework when assigning homework? First of all, before assigning homework, teachers should re-study the requirements of textbooks and syllabus, study the objectives of homework, determine the training direction, and be clear-headed and targeted. Secondly, they should carefully design and choose the content of homework, and strive to be concise, skillful, interesting and targeted. At the same time, we should also pay attention to basic knowledge, basic concepts and other hardware lessons, as well as develop intelligence, cultivate ability and form skills.

Third, distribution should reflect the hierarchy.

Students in a class have different knowledge levels, which leads to their uneven learning ability. Assigning these students with different levels of homework with the same level and requirements will not achieve good training results. Therefore, teachers should not arrange written assignments across the board, but should arrange them at different levels according to the principle of teaching students in accordance with their aptitude and step by step, according to the needs of students at different levels. Practice has proved that this hierarchical arrangement is not only conducive to the correction and compliance of poor students. It also takes care of the advanced development and ability training of gifted students. For example, when I assign homework, I take the measures of "starting with basic knowledge and concepts, starting with low starting point, small steps, more training and quick feedback". According to the basic knowledge and concepts similar to the examples, I assign them some simple and obvious homework questions to satisfy their sense of success and eliminate their fear. In order to promote the formation of interest in learning, I have taken the measures of "grasping the key points, starting with the basic skills, helping one group and giving half" to middle school students, and arranged some homework questions with similar or slightly improved skills, abilities and intelligence to satisfy their thirst for knowledge. For top students, I have taken the measures of "focusing on the difficulties of knowledge points, highlighting key points, starting from a high starting point, speeding up the pace and grasping it to the end" and arranged some.

Four, homework correction should emphasize timeliness.

Correcting homework is an important link in mathematics teaching and one of the routine and direct means for teachers to diagnose students' learning situation. Speeding up the generation and feedback of written homework "information" provides an important guarantee for teachers to check and fill gaps in time, minimize the accumulation of affairs, cultivate students' ability to find and solve problems in time, and improve work efficiency. Only by correcting in time can teachers know the shortcomings and deficiencies reflected in students' homework in time, and strive to feedback these information to students as quickly as possible in the shortest time, and make targeted corrections and remedies before the next new lesson, so that students can adjust their learning status, improve their learning methods and strengthen their re-learning of weak knowledge in the shortest time. Therefore, teachers should adopt the method of "short, flat and fast" when correcting homework, so as to shorten the correction time as much as possible. It is necessary to speed up the generation and feedback of "information", so that it can be changed as it is received and sent, and resolutely correct it on the same day, and at the latest, ensure that the corrected exercise books will be distributed to students before school on the designated afternoon.

Five, homework correction should pay attention to diagnosis.

The diagnostic nature of homework correction means that when correcting homework, teachers make a comprehensive and detailed diagnosis of each homework by "looking, smelling, asking and cutting", so as to analyze the causes of errors, and then determine the corresponding error correction strategies, and receive the effect of "treating the right medicine". When correcting, don't just look at the answers. Simply typing "√" and "X" and taking the initiative to correct without a prescription are also in a situation of "tigers eat heaven and have nowhere to claw". Even if corrected, some students still repeat the original wrong ideas, causing further confusion and more serious mistakes in the four places. Moreover, some students have developed the bad habit of only looking at right and wrong numbers and scores in their homework, instead of actively exploring and correcting them, or even copying others' correct homework when the homework is wrong. In this regard, teachers should change the traditional method of correcting math homework and learn from composition correction. They can adopt the methods of "eyebrow criticism, horizontal criticism, marking mistakes with lines, circling instructions, and taking notes" to ensure that students can know where they are wrong, why they are wrong, and what they should pay attention to when correcting. This correction not only makes students find it right at a glance, but also deepens their impression and strengthens their "immune function".

In addition, we should consult the whole class on the basis of a single diagnosis. According to the defects in knowledge and skills found in the consultation, write detailed corrections and notes, take timely and effective remedial measures, and give targeted explanations. At the same time, self-criticism, mutual criticism and face-to-face criticism can be combined to promote the vertical and horizontal exchange of "information" and cultivate students' "self-diagnosis and self-treatment" and "mutual diagnosis and mutual treatment"