A Study On Diversified Design Of Primary School Mathematics

After more than one decade’s effort on curriculum reform, tremendous improvements have been made on teachers’ classroom teaching methods as well as students’ learning approaches. However, as an important part of the teaching process, the design of assignment lags behind that of classroom teaching. Primary mathematics assignments are designed monotonously both in its form and content without innovation. As a result, students’ calling for variety and diversity cannot be satisfied.Currently, the study on primary math homework design superficially suspended. Among all, partial discussion on methods is commonly seen. However, systematic and theoretical studies are badly needed. Especially those can be practiced. Based on relevant theories, this thesis analyzes the current situation of the diversification of primary math assignments. Specific diversified assignment designs are offered. This thesis targets at making up for the absent satisfaction of students’ needs of variety and diversity, which contains theoretical value with practical significance.This paper is mainly divided into five parts. The first part straightly raises the key issue, which theoretically and practically states the significance and necessity of the diversification of primary mathematic assignments’ design. Current research conditions from home and abroad are analyzed with the requirement of curriculum reform. Secondly, both the denotation and connotation of the following three key terms are accurately defined:assignments, diversification, and diversified primary school assignments. Domestic and foreign previous literatures are examined. In the third part, researches are done from views of both students and teachers. The current situation of the diversification of primary math assignments is analyzed. Through quantitative analysis, the current situation of assignments’ design is discussed with a conclusion of following drawbacks:teachers’ unawareness of assignments’ design; over-emphasis on assignments’ quantity rather than its quality; monotonous assignment forms; the compulsory feature of assignment arrangement; the lack of humanistic concern for students. Fourthly, principles about diversified-designing primary Mathematics are proposed as follow:(1) the principle of purpose; (2) the principle of being scientific; (3) the principle of development; (4) the principle of variety;(5) the principle of selectivity. Based on the previous four parts, design strategies are explored in the following four dimensions:content, form, arrangement, and evaluations.Guided by the strategies and principles above, the last section of this thesis offers cases of three typical categories for comprehensive analysis. They are assignments about practical inquiries, hands-on activities, and real life solutions. Specific steps are suggested, which can be a great reference for future practice.