Since Pingliang Chengguan Junior High School undertook the implementation and promotion of the project "Homework Design", it has organized teachers to seriously study Mr. Wang Yuefen's basic ideas on Homework Design, and started from teaching practice and students' reality, organized teaching and designed homework in various subjects according to students' cognitive laws and psychological needs, with homework design as the starting point, strengthened "five management", continuously deepened classroom teaching reform, and fully implemented the requirements of "double reduction policy" to ensure that.
First, the overall design of our school's homework
(a) the establishment of a leading group, the formation of subject groups.
The school attaches great importance to the quality of homework design. At the beginning of the project, a leading group headed by the principal was set up to supervise and guide the work of each teaching and research group. Set up a subject group. The school has set up seven subject groups, including mathematics, and each teaching and research leader is the head of the homework design group, which is fully responsible for the design and implementation of homework in each subject. Guide the office to track and guide the operation design.
(B) the overall requirements of the school for homework design under the double reduction policy
The burden of students is most directly reflected in homework. Therefore, in the design and management of homework, the school requires teachers to fully implement the "student-oriented" educational concept, accurately grasp the essence and function of homework, make improvements in the aspects of homework design and layout, homework correction and evaluation, homework guidance and feedback, and effectively improve teachers' ability to design homework and improve teaching by using homework. In mathematics homework design, our methods are as follows:
Second, the basic concepts of mathematical homework design
1. Stick to Lide Shu Ren. Give play to the function of homework education characterized by consolidating knowledge and skills, developing learning ability, improving moral cultivation and forming good study habits, optimize homework design and implementation, realize quality improvement and efficiency improvement, and promote students' all-round development.
2. Based on curriculum standards. According to the curriculum standards, closely follow the content of the teaching materials, take into account the age characteristics of students, and take the core literacy as the guide, reflecting the systematic design and implementation of teaching, homework and evaluation. Give consideration to group characteristics and individual differences, design alternative differentiated homework, and enhance the pertinence and effectiveness of homework.
3. Reflect the unit consciousness. Take the unit as the basic unit, design the unit's operation objectives as a whole, carefully select the operation content, make overall arrangements for the operation time, difficulty and type, and comprehensively consider the correction, analysis, evaluation and counseling of the operation to enhance the integrity, structure, relevance and progress of the operation.
Third, the development of mathematical homework design
Homework before class: Pre-class test
Pre-class testing is an important means for teachers to understand students' knowledge in the last class. It is the feedback of teaching effect and plays a very important role in teaching. Through the feedback of the pre-class test, the teacher can also know the gains and losses of his last class, and reflect on how to make the following content better so that students can accept it more easily, so as to adjust their class ideas in time and make their class more effective! Doing a good job of pre-class test is of great significance to ensure that students "learn one thing" and "pass the exam step by step" in class. ?
Classroom assignment: classroom training
Classroom practice is an important part of teaching, an important way for students to master knowledge and form skills, and plays an important role in the formation and development of mathematical cognitive structure. In classroom teaching, the effectiveness of teaching is closely related to the effectiveness of practice. The design and organization of exercises must complement each other, so as to achieve the ideal practice effect and realize effective and efficient classroom exercises. The teaching and research group designs exercises according to students' knowledge level, so that "different students have different development in class". Practice requirements should not be too high or too low. In order to adapt to students of different levels, students with learning difficulties should not only "eat well", but also "eat well" for top students. There should be basic questions, development questions and improvement questions in practice to meet the learning requirements of students of different levels and knowledge levels. Practice design should be connected with each other, from easy to difficult, step by step.
Homework after class: expansion and extension
? In the past, math homework was often a game of chess for the whole class, and the same exercises were done regardless of good or bad. The result of this is often that top students do not have enough to eat, their learning ability is not improved, their development is restrained, and they are complacent when facing easy problems. The middle school students feel pressure and fear about problems that are higher than their ability to solve, and gradually lose self-confidence and interest in learning. In order to solve this contradiction, hierarchical homework is adopted, so that students of different levels can learn from the original foundation and gradually improve. Students are divided into three groups according to good, medium and poor grades: A, B and C. Homework exercises are divided into initial questions, which are completed by students with learning difficulties (group C), general questions, which are completed by average students (group B), and thinking questions, which are completed by top students (group A). The principle of "jumping to pick fruits" was applied to the students in Group A. After careful thinking and thinking, I answered better than "fruits within reach". I was particularly excited and happy, my self-esteem was satisfied, and my interest in learning was stronger. The principle of "low starting point, multi-level and within reach" is implemented for students in Group C, and the topic selection is less difficult, informative and clear, so as to eliminate their inferiority complex. We should give priority to asking questions, acting, correcting, counseling, encouraging and praising, so as to improve their self-confidence and interest in learning. Group B students should arrange intensive exercises slightly higher than their learning objectives.
Fourth, the results achieved.
Under the careful guidance of the school guidance office, the mathematics teaching and research group worked hard to overcome all difficulties and compiled the school-based textbook "Chengguan Junior Middle School Mathematics Tutorial Sheet" for three grades and six semesters. The application in the usual classroom teaching has greatly improved the math scores of our school. In 20021senior high school entrance examination, our school ranked second in the county in mathematics, which played a powerful demonstration and leading role in the joint teaching activities of local schools.
Five, the confusion in the process of homework design
First, teachers don't pay enough attention to their own ideas, coupled with lack of training and limited materials at hand, it is difficult to design high-quality homework.
Second, there is a lot of homework, which needs to be integrated under the double-drop policy. How to combine textbook exercises, exercises, supporting exercises and learning guidance organically to reduce students' burden and improve quality and efficiency is a new topic facing our school, which needs to be further solved.
Third, in correcting homework, the school requires that "what is sent must be collected, what is collected must be changed, and what is changed must be evaluated". However, the teacher's energy is limited, the problem counseling in personalized homework is not timely, and the feedback and quality improvement functions of homework are not brought into play.
Although we have done some work in homework design, there is still a big gap with the project requirements. Faced with many puzzles, our homework design and management still have a long way to go. In the future, we will design more scientific and reasonable homework under the guidance of the municipal and county education bureaus and in combination with the actual situation of the school, and strive to achieve the effect of reducing the burden and improving the quality.