The Research For Rural Junior Middle School Mathematics Assignments Design

Primary and secondary academic burden is a real problem thathas long plagued the cause of basic education. In recent years,although researchers have made a lot of policy responses for theheavy academic burden, they rarely reduce the burden of students’academic from the teacher’s school assignments design. Therefore,it is valuable and significant to carry out the research that howmathematics teachers of rural junior high school to design schoolassignments.This study combined with previous researches about schoolassignments and adopted literature method, participantobservation and in-depth interviews and so on. Using thesemethods investigate six teachers and eighty-six students, who arefrom LinFen JS Junior High School. Meanwhile, collected seventyteaching plans, thirty-five case studies, thirty students’schoolassignments and analyzed them. The results indicate that: Juniorhigh school mathematics teachers agreed that the mathematical work contains in-class work and extra-class work, the main formsare oral work and written assignments; It is mathematics teachersthat recognize the relationship between in-class work andextra-class work very clearly; Mathematics teachers understandthe purpose and role of school assignments inconsistently; Duringdesigning school assignments, the teachers take full account of theteaching goals, but in fact school assignments which they design donot match them; They don’t highly emphasis on the design ofmathematical assignments; The work contents which they selecteddon’t reflect the differences between students, and the form ofassignments is relatively simple; The work which students do isvery heavy; The difficulty of school assignments which teachersdetermine is different. As for the current situation of junior highschool mathematics work design, the study causes mainly in thefollowing areas: mathematical expertise is relatively weak;understanding of the material is not comprehensive enough; lack ofattention to students; face the competitive pressures of theentrance examination.Based on the above findings and the causes, With ConstructivistTheory, the Theory of Multiple Intelligences, Development Area, aswell as Bloom’s Cognitive Target classification, the writer proposedduring school assignments design, mathematics teachers shouldfollow the bellow principles: the purposive principle, the targetedprinciple, the practical principle, the less but efficient principle, thedifference principle as well as closely linked to teaching goalsprinciples.