Keywords job design job evaluation
China Library Classification Number G632 Document Identification Number A1674-4810 (201) 24-0145-01.
The design and evaluation of math homework is a necessary link in math teaching, and it is also a problem worthy of every math teacher's consideration. The new curriculum standard clearly points out that the fundamental purpose of education is to promote human development. This requires us not only to pay attention to the learning of students' knowledge and skills, but also to the process and methods of students' learning, and to their emotions, attitudes and values in learning. How does the design and layout of homework reflect the new curriculum concept? The following is a brief discussion on this issue.
Starting from students' reality is the premise of homework design, and moderation and moderation are the principles of homework design. Degree: refers to the difficulty of homework. Quantity: refers to the allocated quantity. Moderate: that is, the difficulty of homework should be suitable for the actual degree of students. Appropriate amount: refers to the amount of work to be completed in a certain period of time. Due to the different situation of students, some students need half an hour to finish the same homework, while others need an hour or more. Some students find the same exercise easier, while others find it more difficult. This requires us to consider the individual differences of students and arrange them in layers when designing homework. For students with good learning foundation, higher requirements can be put forward; For intermediate students, make general requirements; There should be special requirements for students with learning difficulties, and the difficulty of homework should be able to be completed by different students through hard work, so that different students can improve on the original basis. Homework should be carefully selected, which is not suitable for sea tactics. Proper homework can consolidate the knowledge learned, otherwise the learning efficiency is low. The choice of homework questions should be targeted, clear the purpose of homework and determine the focus of homework. Generally speaking, group A exercises are relatively simple, while group B exercises are slightly more difficult and comprehensive. You can choose required questions and multiple-choice questions according to the students' level. In addition, the exercises in the exercise book can also be combined with what they have learned, and students can choose to do them independently.
The diversification of homework design forms is beneficial to the development of students. The form of math homework is not limited to written homework, and students are not only required to do problems. More importantly, it embodies the concept of the new curriculum, improves students' thinking ability, develops students' awareness of mathematics application, and embodies the cultural value of mathematics. Homework types include written homework, oral homework, preview, review homework, practical activity homework, etc. Written homework is the most important form of homework, which can help students understand the steps of solving problems and master knowledge. It is also the most used form in teaching. Oral homework is a form of students' oral expression homework. It is often used in classroom teaching, which can improve students' oral expression ability, and students' questions can be fed back to the classroom in time. Review preview is also a widely used form in mathematics teaching and an effective learning method. Through preview, students can attend class with questions, and it is easier to concentrate in class. On the contrary, students are unfamiliar with some knowledge and difficult to understand. Through review, we can effectively overcome the forgetting phenomenon, consolidate the knowledge we have learned, and make the knowledge systematic and organized. On the contrary, a lot of knowledge is easily forgotten. Facts show that students who have the habit of previewing and reviewing often get better grades. According to different contents, different job forms can be adopted. For example, the preview class can be in the form of oral homework, the review class can be in the form of students' own induction or group discussion, and the new class can also be learned by writing experiences. In addition, students can be organized to participate in various mathematical activities, such as making mathematical models, giving lectures on mathematical cultural knowledge, reading extracurricular books, using computers to study, and organizing students' social surveys, which can improve students' interest in learning mathematics and cultivate students' various abilities.
The evaluation methods of mathematics homework include: teacher batch reform, spot check, students' self-evaluation and mutual evaluation, and parents' participation in evaluation. The wholesale reform of teachers can fully understand students.
The learning situation, especially the unfamiliar situation between teachers and students, is more suitable for classes with fewer students. If the class size is large and the workload of teachers is heavy, it is difficult to do it every time. The method of group mutual evaluation can be adopted. The group leader is responsible for summarizing the questions of each group of students, and the teacher focuses on comments. This can arouse the enthusiasm of students to do their homework and make it easier for students to communicate with each other. This is an effective way to evaluate math homework. Students' self-evaluation is suitable for students with good foundation and strong consciousness, but it is difficult for ordinary students to achieve the desired results, and math homework evaluation is generally less used. In addition, parents' participation in evaluation has certain limitations, which requires parents to be literate, responsible and have time, especially for students living on campus. The evaluation of general math homework is not suitable for parents. For social practice activities, children's education can be evaluated by parents.
In the past, the evaluation of mathematics homework paid more attention to whether the students completed and whether the homework was correct, while the new curriculum advocated the implementation of developmental evaluation. The evaluation content pays more attention to the development of comprehensive quality beyond knowledge, especially the development of innovation ability and practical ability. The evaluation content is more diversified, from simply examining what students have learned to comprehensively evaluating whether students learn to be human, learn to learn to live, learn to create, involving all aspects of students' development and reflecting their growth footprints. Gardner, a developmental psychologist at Harvard University, put forward the theory of multiple intelligences in 1983, The Structure of Intelligence. He believes that human intelligence consists of nine kinds of intelligence: mathematical intelligence, musical intelligence, spatial intelligence, sports intelligence, language intelligence, self-reflection intelligence, interpersonal intelligence, natural observation intelligence and existential intelligence. Everyone has these nine kinds of intelligence at the same time, but these nine kinds of intelligence exist in different ways and combinations in everyone, and everyone's intelligence has its own characteristics. Therefore, there is no such thing as a "poor student" in the world, and every student is unique. Teachers should evaluate students from many angles and discover their potential. Every student has advantages and disadvantages of intelligence. While giving full play to students' advantages, we should transfer the characteristics of advantages to disadvantages as much as possible and promote the development of disadvantages as much as possible. Some students have average math scores, but they have strong language skills. Some students have difficulty in learning languages, but they have strong motor skills. Therefore, evaluation should have educational function, discover students' potential in many aspects, understand students' development needs, help students know themselves, establish self-confidence and promote students' development. The evaluation of mathematics homework should be changed from one evaluation to multiple evaluations, combining the usual performance with the test results, observing students' usual learning attitude, learning habits and classroom performance, and giving timely feedback. We should not only pay attention to the results of students' homework, but also understand the process of students' homework, whether students' homework is completed independently, how to solve difficulties and whether they cooperate with others. If not, what are the reasons? Teachers and students discuss ways to improve. In the evaluation of students' homework, we should use inspiring language and encouraging methods to find students' bright spots, focus on affirmation and encourage students to make continuous progress.
In short, the design and evaluation of math homework should reflect the new curriculum concept, proceed from students' reality, grasp the principle of moderation and adopt flexible and diverse design evaluation methods, so that different students can improve and promote development on the original basis. This is not only the requirement of the new curriculum, but also the need of social development, which needs us to constantly sum up and improve in practice.
[Editor: Gao Zhao]