2. Diversified teachers who attach importance to the content of homework can set some topics of "multiple solutions to one problem, changeable problems, multi-purpose problems and one method" for a certain knowledge, develop students' problem-solving ideas and improve their ability to use knowledge flexibly. At the same time, the diversification of questions can reduce the "blind spot" of attention and overcome mental fatigue. In addition, math teachers should develop a variety of questions, such as designing special exercises for key and difficult points in textbooks, judging, selecting and comparing exercises for confusing concepts, and designing comprehensive exercises for unit teaching. They can also find another way and add some hands-on or practical exploration questions to arouse students' desire for success, highlight the diversity of students' learning activities and promote their all-round and healthy development. For example, after learning "Opening and Folding" published by Jiangsu Education Edition 5.3, some students with poor foundation lack imagination and can't fully understand and master all kinds of plane expansion diagrams of cubes. Teachers can arrange for students to go home and draw a picture, cut it out and see who draws it beautifully and show it in class. In this way, students' enthusiasm for learning what they have learned is greatly improved, and their understanding of new knowledge is deepened.
3. Pay attention to deepening the exploration of homework design, which mainly means that students choose a certain problem as a starting point in their study or life, and explore standardized research procedures and reference methods for teaching papers and materials through in-depth analysis of the problem and after-class investigation and research, with students' interest as an important traction. Promoting students' inquiry consciousness and developing students' inquiry ability is an important goal of the new curriculum reform of primary mathematics. When designing homework, teachers can appropriately infiltrate some exploratory exercises, encourage students to find out their internal laws through observation, analysis and comparison, put forward the path of argumentation, and cultivate students' ability of induction, generalization and explanation. When creating inquiry homework questions, we can take a step-by-step gradient form from easy to difficult, so that students can have an adaptation process, or difficult and easy can be interspersed with each other, but we must always choose difficult questions and easy questions, and the collocation should be scientific and reasonable.
4. The sequential practice sequence of attaching importance to homework design should follow from basic to comprehensive, from imitation to flexible application, that is, from formula to application, and then to comprehensive. For example, when teaching a new knowledge, it is generally necessary to contact some old knowledge that students have learned. This part of knowledge can be taken out of new knowledge as the "tipping point" of new knowledge and set up basic exercises to bring forth the old and bring forth the new; Then you can set up scattered difficulties and break them down into several enlightening "bridge questions" that play a communication role; After teaching new knowledge, we should first set up orientation exercises to understand new knowledge, which are single in content and focused on one point, so as to promote the internalization of new knowledge, and then set up doubt-distinguishing exercises to deepen new knowledge, consciously combine some old and new knowledge that are both related and different, guide students to observe, think, compare and judge, and analyze those specious and ambiguous things clearly. Finally, set up comprehensive questions and creative thinking questions. In this way, practice is not only basic and coherent, but also understandable, memorable, extensible, thinking, creative and distinct.
5. Enhance the interest of homework design. Practical principles's homework design is interesting, which can effectively enhance students' attention, arouse students' enthusiasm to finish homework creatively, and enable students to finish homework efficiently while enjoying the unique interest of homework. Through long-term mathematics teaching practice, we can easily find that some practical classes are very strong, and the homework that advocates synchronous movement of hands and brains just conforms to this feature. For example, the production of geometric models, the production of axisymmetric pattern signs, and the investigation and statistics of data. It provides many practical opportunities for students to get close to life actively, understand the relationship between life and mathematics, and deeply understand the important value of mathematics in people's production and life. In short, homework is an important link in the process of mathematics teaching, an inevitable requirement for testing what students have learned in class, and an important extracurricular platform for students to actively learn, participate in creation and actively learn. Under the guidance of the new curriculum, primary school math teachers should adopt a variety of teaching methods in homework design, and create a variety of homework forms from the teaching needs and students' reality, so that students can vigorously develop their innovative thinking ability and strive to improve their autonomous learning ability in the process of completing homework.