With the continuous progress of society, more and more people will use the report, so it should be noted that the report has a certain format when writing. Before writing, you can refer to the model essay. The following is a survey report on the math homework of senior one students that I compiled for you. Welcome to read the collection.

With the implementation of the new curriculum and the deepening of curriculum reform, the awareness of educational innovation has penetrated into all aspects of mathematics classroom teaching, such as how to improve classroom teaching efficiency, improve teaching methods and cultivate students' thinking ability and innovation ability. However, few people pay attention to the design and correction of math homework. I investigated the math homework of senior one students through discussion and questionnaire, and the report is as follows, hoping to provide a basis for the current curriculum teaching reform.

First, under the new situation, the reform of mathematics homework in senior one is imperative.

As an important part of mathematics teaching, mathematics homework is an extension and continuation of classroom teaching, an important way to implement knowledge and an important carrier to cultivate students' ability. However, in the process of classroom reform, many schools and teachers inadvertently or have to ignore the design of math homework, and the homework reform has become a forgotten corner, and its unprecedented lag has seriously affected the teaching effect of high school mathematics. Therefore, under the new situation, the reform of high school mathematics homework is imperative.

1. The reform of mathematics homework itself should be a part of the reform of mathematics classroom. Wu Yexian, a Chinese scholar, divided the teaching materials into three systems in his book "New Edition of Teaching Theory": subject system, image system and homework system. Mathematics homework is the continuation and supplement of mathematics classroom teaching, and it is an important part of mathematics teaching. It plays an important role in introducing new courses, raising questions and students' activities. With the continuous innovation of teaching process, the traditional high school math homework has obviously exposed the disadvantages of not adapting to cultivating students' creative thinking and innovative ability, and students' attitude towards homework lacks initiative and enthusiasm. Therefore, math homework needs to be reformed synchronously and designed and arranged under the concept of new curriculum reform, which also reflects teachers' teaching concept level and professional quality.

2. Math homework reform can effectively standardize students' learning behavior, improve students' basic ability and innovative consciousness, and promote the effective implementation of the new curriculum reform. Completing a certain number of reasonable and scientific math homework can not only enable students to consolidate the basic knowledge, skills and ideas they have learned in class, but also cultivate their ability to analyze and solve problems. At the same time, under the new situation, we can also set up various forms of mathematics homework through the teaching link of mathematics homework, guide students to change their learning methods, actively explore mathematics knowledge, cultivate students' innovative spirit, and implement new curriculum reform in mathematics teaching.

3. Math homework is the touchstone of classroom reform and adjustment and the basis for evaluating the effect of classroom reform. Under the new situation, due to the substantial reduction of class hours, the teaching methods have been greatly adjusted and changed. When the way of teaching and learning changes, whether the teaching effect has changed or even broken through, homework provides teachers with concrete basis for immediate feedback. Teachers can effectively extract and absorb the feedback information provided by homework, and adjust the subsequent classroom teaching plans and teaching measures accordingly. At the same time, the information collected by teachers on students' homework provides a basis for teachers to prepare lessons and design their next homework. Therefore, the feedback of homework points out the efficiency and inefficiency of classroom teaching to a certain extent, points out the reform ideas of classroom teaching, and evaluates the rationality and scientificity of a curriculum reform.

Therefore, under the new situation, facing the reform of other teaching links, the reform of mathematics homework is imperative. Otherwise, the "barrel effect" put forward by American management scientist Peter will come true again, and the shortcomings of the lagging reform of mathematics homework will deal a heavy blow to the current new curriculum reform.

Second, the current problems of senior one students' math homework

1. Homework (topic) is provided by teaching materials (or teachers), showing the randomness of layout and the unidirectionality of topics.

In class, we can often hear the following voices of homework assignment: "What page is there in the textbook and what questions are there", "Homework is the remaining page", "Homework is to finish the next tutorial and check it tomorrow" and so on. In class, more teachers take exercises and exercises directly from textbooks, and after class, more teachers define topics directly in the tutorial books. Students have no choice.

2. The form of homework is limited to written answers, showing oneness.

At present, the assignment is mainly in the form of written assignments, the completion method is mainly students' own completion, and the correction method is mainly teachers' batch or batch correction. Homework after class is mainly collected and handed in by class representatives, sent to math teachers, corrected by teachers, and distributed by class representatives. In fact, this traditional process completely separates students' learning from teachers' evaluation, which greatly reduces the efficiency of mathematics homework, the most convenient, commonly used and effective evaluation method.

3. The repetition of work content is mechanical, difficult and takes a long time.

At present, the homework of high school mathematics is mainly to solve problems in a narrow sense, and is only satisfied with finding absolute results. Professor Luo Zengru said: To solve mathematical problems, we should not only take "problem" as the research object and "solution" as the research goal, but also take "problem-solving activities" as the object and learn "mathematical thinking" and promote "human development" as the goal. However, teachers only pay attention to making students blindly repeat an action through homework, so that solving problems only stays at the operational level and ignores the psychological level.

4. One-sided emphasis on independent thinking and lack of cooperative inquiry in the form of homework; The content of homework is limited to closed answers to questions and lacks openness, which restricts the development of students' innovative thinking.

5. One-sidedness of job evaluation.

Teachers usually correct students' math homework according to correct or wrong answers. Teachers either use "√" and "×" to evaluate students' homework, or mark it with scores, or recognize it as excellent, good, medium and poor. There are many shortcomings in this way of correcting homework. Students only see the correct homework, but they don't know the reasons for the mistakes, so they can't take care of individual students with poor foundation, can't reflect individual differences, can't reflect students' thinking, methods, habits, problem-solving ability and quality, and can't reflect the evaluation function of homework to the greatest extent.

But where can the reform be carried out?

In my opinion, just as classroom reform changes students' learning style with the change of teachers' teaching methods, teachers' homework design and homework correction methods should also be reformed first. Only by changing the way and content of teachers' assignments can students' subjectivity be fully mobilized, and students' attitude towards homework will naturally not be disgusting; As long as we change the way teachers evaluate homework and fully mobilize students' enthusiasm, students' understanding of homework will no longer be a burden. As the saying goes, teachers have a heart and scholars benefit.

Third, the design and layout of efficient operation.

The design and arrangement of homework should reflect the clear purpose, students' subjectivity and difference, the effectiveness and openness of the process and the flexibility of the form. For random and low-quality homework, teachers don't assign it or students don't finish it. Therefore, teachers' ability to carefully design homework can stimulate students' intention to finish homework, thus promoting teachers to teach with new ideas and students to learn with new methods.

The following combined with examples in the teaching process, analyze several aspects that should be considered in homework design.

(A) I am the master of homework-reflecting the students' dominant position.

1. Add reflection on solving problems in routine homework, focusing on the understanding of knowledge and thinking methods.

Reflection includes combing the problem-solving process, summarizing the basic knowledge and mathematical thinking methods involved, comparing different problem-solving ideas and thinking about the optimization and improvement of the problem-solving process. Because it is a learning activity based on existing practice, students will have a deeper understanding of the knowledge and thinking methods involved in the problem. However, many teachers ignore the practice of bringing new knowledge into the scope of personal consciousness in teaching, only pay attention to external operational activities, focus on topics, pay no attention to the reflection on the problem-solving process, and pay no attention to the quality of contact. Therefore, our homework design should focus more on students' understanding of mathematical knowledge and methods, and more on students' understanding and reflection on topics.

In homework, students can reflect on the following aspects:

(1) Summarize the thinking of solving problems, reflect on your own shortcomings in double basics and ability, and ask to express them in common language; For example, after teaching monotonicity of functions, when assigning homework, students can be arranged to divide and summarize the problem-solving process (such as arbitrarily choosing values, making mistakes, deforming, marking numbers, and drawing conclusions) in addition to simple problem solving, so as to deepen the understanding of the questions and internalize knowledge to guide problem solving.

(2) Are there other ways to solve the problem? If so, it is necessary to compare different methods and analyze the characteristics of different methods from the perspectives of knowledge connection and digging the essence of problems.

(3) Whether there are variants, if so, write out these variants and analyze their performance characteristics.

(4) Whether we can construct a new topic by changing or replacing the conditions and conclusions of the problem.

(5) Whether new propositions can be obtained through popularization and specialization.

2. Homemade homework allows students to actively participate, independently generate objects, and reflect students' subjectivity.

take for example

(1) After learning geometric probability, layout: According to what you learned today, please make up several questions and solve the probability by measuring the length, area, volume and angle. And answer them.

(2) After the new lesson of "arithmetic progression", layout: With the help of the arithmetic (ratio) series of "knowing three and seeking one", please ask the students to make up their own questions and ask them to answer in situ.

(3) After the lesson of solving triangles, arrangement: With the help of the "knowing three and seeking three" in triangles, ask the students to make up their own questions and ask them to answer in situ.

(2) There is always one that suits you-consider the differences of students and arrange reasonable optional homework.

The arrangement of mathematics homework should follow the principle of "doing according to one's ability and improving with one's strength", consider the learning needs of students at all levels, respect differences, design and arrange homework at different levels and with different functions as much as possible for students to choose training independently, deeply stimulate students' interest, and enable each student to "jump up and pick fruits" through their own efforts and get independent development. Of course, teachers should also encourage students to challenge to a higher level. Common forms of stratification are:

1. Layers problem groups and problem series.

2. Hierarchical work scope and completion time.

Teachers delimit the scope of work and set minimum requirements (quantity, time, etc.). ), and students choose their own homework.

3. Give students with learning difficulties a separate love assignment.

Teachers do business problems for some students with weak foundations, and even monitor the completion process of students' homework all the time, pointing out problems at any time. * * * has analysis and * * * has solutions.

"Traditional" and "Open" Qi Fei —— Diversified types.

According to the teaching theory of inquiry-construction, the opening of questions and thinking will further encourage students to take themselves as the object of cognition, constantly reflect and evaluate themselves, and constantly know and adjust themselves, so as to enable students to explore new fields more effectively. Open homework requires the problem solver to assume, guess and verify, and be good at association, dare to innovate, and have the ability to use knowledge flexibly, so that his thinking can radiate to some knowledge points related to the problem. Therefore, open-ended homework is more challenging and can stimulate students' curiosity and competitiveness. When solving open problems, students need to use a variety of thinking methods and draw a variety of conclusions through multi-angle and all-round analysis and exploration, which provides students with time, space and ways to give full play to their innovative consciousness and spirit, and is conducive to cultivating students' extensiveness, adaptability, divergence and originality. When discussing and inferring possible correct answers and optimal solutions, students can carry out creative compound thinking, which is conducive to cultivating students' creative thinking ability, improving students' personality and scientific thinking quality, thus forming. Students explore independently, understand the internal relationship between conditions and conclusions in the change of conditions, find the constant beauty in the change, and feel the beauty and fun of compiling their own questions. All this is beyond the reach of teachers' regular homework, which shows students the problem groups and covers the problem types themselves.

(4) No matter whether it is a white cat or a black cat, catching a mouse is a good cat-the form is not eclectic.

Homework scores can also be presented in various forms, such as math papers, problem-solving in math diary, math learning experiences, research, experiments or investigation reports (written or oral).

Fourth, let the evaluation work be corrected and feedback.

Doing math homework is a process of inquiry and recall, and correcting homework is a means and method for teachers to guide, help and correct mistakes in the process of inquiry and recall. This requires teachers to reflect the feedback function, correction function and evaluation function of homework to a greater extent by properly correcting homework, so as to fully mobilize students' initiative, autonomy and creativity, cultivate students' self-education ability and implement teaching efficiency and effect.

1. Make the correction methods more diverse.

(1) Simple homework correction in class. The answers are discussed collectively and corrected in class. Suitable for exercises in textbooks.

(2) The exercise group corrects the reference answers provided by the teacher, corrects each other in the group, and reports the typical examples and mistakes to the teacher or the math group.

(3) Typical topics and unit tests are corrected by teachers.

(4) Key students will correct it themselves. Mainly for top students, students who make many mistakes, are not active in completing their homework, have incorrect learning attitude and are under great psychological pressure.

2. Make the feedback more sufficient.

(1) The feedback time should be short. If the period of correcting homework is too long and the feedback time is two or three days, the problems in students' homework will not be solved in time, the correct ones will not be strengthened, and the wrong ones will not be corrected in time. In fact, the information value of correcting homework has been lost, which has affected the teaching quality.

(2) The feedback information is sufficient.

Homework correction is divided into evaluation and judgment. Teachers should not only attach importance to evaluation, but also to evaluation, not just to judge and not to judge, but also to evaluate learning and teaching. First, we should give students as much feedback as possible, let them know what is wrong with this topic, guide them to put aside their thoughts, correct their biased thinking, break through their shallow thinking and so on. Many students are inefficient in doing their homework, often not because they lack knowledge and strategies, but because they don't know how and when to use them; This requires teachers to constantly monitor, control and adjust students' problem-solving process, and give specific guidance to make the feedback of homework educational. Second, we should fully tap the teaching information reflected in the homework information. Teachers should record the classroom teaching information reflected in the homework in the marking record, and carefully judge, digest, sort out, dig and refine it, so as to understand the weak links in teaching, adjust the follow-up classroom teaching plan or take remedial teaching measures.

3. Make the correction more powerful.

After correcting, teachers need to correct students' homework problems in time and properly, so that students can re-understand their own problem-solving process and make appropriate adjustments.

(1) Emphasize error correction and give students time to correct.

The survey found that a large number of students treat homework correction negatively. The passivity and inefficiency of error correction make the correcting function of homework artificially weakened. And the biggest root of this phenomenon lies in time. Because of the heavy schoolwork, students have no time to review the old lessons and correct the problems in their homework, so they start to do new homework, causing problems left over. Teachers should give students some time to correct their mistakes at an appropriate time, adjust the pace of learning, and let students calmly consolidate old knowledge, strengthen the correct ones, correct their mistakes, and step by step embark on the right track of learning.

(2) Face the problem directly and correct it individually.

Correcting teachers should feedback the evaluation information obtained from homework to students in time. A lot of practice shows that if teachers can not only point out the mistakes in students' homework, but also analyze the reasons and jointly point out the direction of efforts, which can promote students to have a higher level of expected goals, then the learning effect will be improved quickly.

(3) Feedback again to give students a second chance to grow up.

For some special students, we should take a reasonable way to give feedback and repeatedly strengthen the problem.

4. Make the evaluation more powerful.

In the survey, more than 60% of the students want the teacher to write appropriate comments after correcting them. It can be seen that students welcome and expect the comment on writing. When teachers are correcting, appropriate comments will effectively stimulate students' psychological reaction.

For example, for smarter students, the answers are often unconventional and the conclusions are relatively simple. For such an assignment, you can write a positive comment, such as "Great!" Short comments such as "novel solution, broad thinking", "flexible method, unconventional", "I appreciate your solution" and "the answer will be more complete with ××" are concise and full of love, fully affirming students' learning ability and praising their creative spirit of independent thinking and bold exploration.

For example, circle the mistakes in the answers of ordinary students, and then write the prompt words "pay attention to the hidden conditions", "please check the meaning of the questions again and see if you can find a shortcut", "the teacher believes you can find the mistakes", "refer to the page number of the textbook" and "please take a look at the notes on which day". It is also impressive that students will take the initiative to correct their mistakes after re-examining the questions.

For example, for students' low-level mistakes, writing "great compassion" and "helpless flowers fall" will have a loud enough sound to match students' psychology and so on.

Therefore, enlightening and developing homework comments will create a good psychological environment for students, make them feel sad and have fearless courage and exploration spirit.

A preliminary study on the reform of mathematics homework evaluation: the design of primary school mathematics homework under the new curriculum reform: optimizing the form of mathematics homework and improving students' interest in learning.

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