The Effectiveness Of The Design Of The Junior Middle School Students’ Math Homework

The reform of learning evaluation is a priority in the reform of themathematics curriculum. With the deepening of the reform of the curriculum, theevaluation of students’ math which is focused on reflecting the capacity evaluation isgoing towards the direction of diversification. In general, teachers emphasis more onlearning evaluation in class, so they have more effective exploration on classquestioning and timing exercise, but pay insufficient attention to after-schoolevaluation. In particular, they are still following the traditional pattern in designing andmarking homework. So there are problems such as large repeating, being single andboring. According to these problems, this paper summarizes the theory and practicedocuments of both China and abroad which are about homework..Additionally, theeffective teaching theory, Thorndike’s "trial mistakenly said", the educational theory ofconstructivism, and Recent development zone theory are introduced into the design ofmath homework. Faced with the situation that there are few documents discussing howthe non-intelligence factors affect math homework, this paper analyses the effective roleof the non-intellectual factors in math homework. At the same time, the writer designeda large number of cases through many years’ teaching practice, to provide a usefulreference for teachers in math homework designing.In this article, the writer has mainly finished the following work:1. To know the situation of the students’ homework, the writer had surveys andinterviews in the students of our junior middle school.It’s found that there are someobvious problems in math homework, such as large quantity, being repeated,andsingle forms.2. According to the results of the literature study and practice research, combinedwith effective teaching theory Thorndike "trial and error says", educational theory ofconstructivist and the theory of the zone of proximal development, four mainprinciples of designing the junior high school students’ math homework are put forward:the principle of proper destination, the principle of right amount, the principle ofdiversity and the principle of hierarchy.3. Following the four main principles of designing the junior middle schoolstudents’ math homework, some cases are designed, covering practical issues, conceptforming, the forms of one question with multi-answer and different questions with thesame answer, which had an exploration on the junior middle school math teachers’designing homework.4. In the process of further study, it is found that non-intellectual factors playimportant roles in the effectiveness of the Math Homework, Combining teachingpractice, the writer had a discussion which is focused on how the learning environmentfactors and self-adjustment factors can promote the effectiveness of math homework..5.Some suggestion is given by analyzing: it is necessary to constantly change theforms of math homework when giving homework, develop the students’ activity, timely feedback to enable students to understand their own learning, and ensure thetargeted adjustment.It’s hoped that the study of the effectiveness of designing the junior middle schoolstudents’ math homework is able to reach some of these goals, and to enable students toenjoy the happiness of learning math and using math when completing math homework...