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大多数教师认为,作业的目的是帮助学生巩固所学的新知识。因此,全班学生都做同样类型和相同难度的数学作业,以笔头为主的形式呈现,比较单一。这样的作业既不能反映出学生间学习能力的差异,又不能反映出学生不同的认识事物的方式,致使学习能力强的学生觉得作业太简单而无趣,学习能力差的学生望而生畏。长此以往,教师也会较多地侧重让作业成为学生形成解题技能技巧的操作功能,甚至为了提高分数,一度使学生陷入机械作业的海洋,成为完成作业的机器,忽视了作业的教育价值,失去了作业“再学习、再发展”的作用。因此,小学数学作业设计必须有新的思路和方法。
Most teachers think that homework is designed to help students consolidate what they learn. Therefore, the class students do the same type and the same degree of difficulty in math homework, written in the form of written, more single. This kind of homework does not reflect the difference between students ’ability to learn nor does it reflect students’ different ways of understanding things. As a result, students with learning ability find it too simple and boring to work in a daunting manner. Over time, teachers will also focus more on homework as a functional skill for students to solve problems, and even in order to improve their scores, they will once plunge students into the sea of mechanical homework and become the machines to finish their homework, ignoring the educational value of homework and losing Homework “re-learn, then development,” the role. Therefore, primary school mathematics homework design must have new ideas and methods.