How do today’s primary school students complete their math homework?

1. Design childlike assignments to make students enthusiastic about learning

“Interest is the best teacher.” The new curriculum standards also point out: “From what students are familiar with, Starting from life situations and the world of fairy tales, we choose things that students are interested in around them to stimulate their interest and motivation in learning..." When designing assignments, we should start from students' age characteristics and life experience, and design designs that are childlike and approachable. Specific mathematics homework to stimulate students' interest in learning and make students become enthusiastic and active learners.

For example: After learning "The multiplier is the multiplication of one digit", I designed a game assignment of "helping the little rabbit find the house number", that is: the little rabbit received a call from the little bear. He called Little Rabbit and invited Little Rabbit to play at his house. Little Bear said that the house number of his house was No. 108. But when Little Rabbit arrived at the community where Little Bear lived, he was dumbfounded. It turned out that the house numbers here were all multiplication calculations. Can you help Little Rabbit find Little Bear's home? In order to change the boring and boring phenomenon of the original calculation questions, we can design some playful homework with childlike interest such as "finding the house number", "little monkey breaking through the level", "little gecko looking for tail", "mounting on the throne", etc. Integrating calculation problems into the storyline allows students to master calculation methods and skills in a relaxed and pleasant atmosphere, and improves students' calculation ability and interest in learning.

2. Design exploratory homework to allow students to become problem explorers

Completing mathematics homework for students is also a mathematics learning activity, and effective mathematics learning activities do not simply rely on Imitation and memory, but students' hands-on practice, independent exploration and cooperative communication, so that students can truly understand and master mathematical knowledge, skills and mathematical ideas, and gain experience in a wide range of mathematical activities. For this reason, when designing homework, it is necessary to design some exploratory homework based on students' active exploration, experimentation, thinking and cooperation based on the teaching content and students' existing experience in mathematical activities, so that students can become a problem in mathematical activities. explorer.

1. Observe homework. Observation is the window of thinking, which can help students discover problems and discover the laws and essence of things. For example: When learning "Axisymmetric Figures", you can assign this homework: Please observe the shapes of some butterflies, Tiananmen and other plane figures at home. What do you find? How do you feel about graphics with this characteristic?

2. Investigation work. Allowing students to conduct mathematical investigations in life can cultivate students' inquiry skills and enhance students' number sense. For example: after the mathematics activity class "Water Saving" is taught, students can be asked to investigate the monthly water usage at home or school, and based on the investigation results, write a proposal for reasonable water use.

3. Experimental homework. Allowing students to conduct experiments and operations can help students deeply understand knowledge and develop abilities. For example: after learning the "proportioned application questions", students can be asked to prepare some disinfectant to disinfect kitchen supplies according to the instructions of the disinfectant at home.

4. Small topic research assignments. Allowing students to use the knowledge and experience they have learned to conduct research will not only enable them to understand mathematics in depth and experience fun, but also construct knowledge independently. For example: after learning "Scale", students are required to make a floor plan of their living room and think: Do you think the design and furnishings of this living room are reasonable? What measures do you have for improvement? Why? Please write a research report.

3. Design life-related assignments to allow students to become practitioners of knowledge

Life is a place for learning mathematics, and it is also a place for students to use mathematics to solve practical problems. To this end, when designing homework, we create practical problems in daily life to encourage students to try to use the mathematical knowledge and methods they have learned from a mathematical perspective to find solutions to problems, experience the value of mathematics in real life, and enable students to realize the value of mathematics in real life. Mathematics is everywhere, life is inseparable from mathematics, and you will gradually become a practitioner of knowledge.

For example: after learning the perimeter and area of ??rectangles and squares, students can be asked to be decoration designers: If the floor of your home needs to be renovated, you can provide your parents with a Renovation suggestion list? We can consider the following questions:

(1) Calculate the length and width of each room in meters? What is the area of ??each room?

(2) According to your family’s living conditions and your own hobbies, choose the materials you need from the material list? Calculate the amount of materials needed and the amount of money required?

(3) If marble strips are posted around the living room and dining room, how many meters will be needed?

4. Design hierarchical assignments to enable students to become successful practitioners

Due to the influence of cultural environment, family background and their own factors, students’ mathematical knowledge and mathematics Differences in ability exist objectively. Our education is an education for all students, and we want "different people to develop differently in mathematics." For this reason, when designing homework, we cannot "one size fits all" and should start from the actual situation of the students and design levels according to the individual differences of the students. Sexual homework creates an environment for practice, improvement, and development for any student, so that every student can become a successful person in practice.

1. "Package" type. Three categories of imitation exercises, variant exercises, and development exercises are designed according to students at different levels. Students can freely choose the assignments they need according to their actual situation.

(Group A: Basic questions, focusing on the training of basic knowledge and basic skills, suitable for "students with learning difficulties"; Group B: Comprehensive extended questions, aiming to cultivate students' transfer ability, suitable for "middle-level students"; Group C: Smart questions, Encourage students to solve problems creatively, which is suitable for "top students". The hierarchical assignments make it easy for students of different levels to complete self-defined assignments. Even if they have difficulties, they can complete the self-defined assignments with effort. , and can also challenge students to a higher level, which stimulates students' interest in completing homework. Of course, doing so requires us teachers to pay more and persevere)

2. "Multi-flavor" type. According to the differences between students, some exercises with different solutions and results are designed to meet the needs of students at different levels.

5. Design autonomous homework to allow students to become active learners

“Students are the masters of mathematics learning.” In the design of homework, students’ dominant position must be fully reflected , provide students with opportunities to participate in exploration independently, actively acquire knowledge, analyze and apply knowledge, and allow students to self-design, self-control, and self-answer their homework as much as possible, so that students can truly become a learning initiative, explorer, and success who.

6. Design open-ended assignments to allow students to become application innovators

Real-life problems often exist in more complex real-life situations with incomplete information. Solving problems not only requires students to have the ability to discover and analyze problems, but also requires students to have divergent thinking and innovation abilities. To this end, when designing assignments, we should combine them with reality and challenge, and design open-ended assignments with the purpose of stimulating students' innovative thinking, so that students can truly become innovators.

For example: After learning the "Percent Application Questions", you can design a question like this: A family travels to a certain place. The charging standard of travel agency A is: If you buy 3 full tickets, the rest will be discounted at half price ; Travel agency B’s charging standard is: family travel is considered a group ticket, with a discount of 80% of the original price. The original price of both travel agencies is 1,000 yuan per person.

1) If you go home, which travel agency will you choose?

2) After seeing this information, what suggestions do you have for other families to travel?

Assignment correction, to be updated

For correction, the current situation is "all batches and full corrections". "Full batches and full corrections" makes students busy every day to complete their homework on time and have no time at all. Taking into account right and wrong, rarely take the initiative to think, and the enthusiasm for self-examination is severely suppressed. Students doing homework and teachers correcting homework are a continuation of classroom teaching and an important channel for both teachers and students to obtain information. However, we often find that some students do very well in their homework, but their test scores are not very satisfactory. The reason is that the students have to plagiarize the homework in order to hand in the homework, and the teachers have to "be deceived." Most teachers usually use simple symbols such as "√", "×", and "?" to mark homework. From these symbols, students can only know which question is wrong, but they don't know where the mistake is? All I got was confusing information. To sum up, it is very hard for teachers to "reform all batches" of homework, which not only restricts the hands and feet of teaching reform, but also restricts students' initiative in learning.