| The new curriculum reform regards the comprehensive growth of students as the educational concept, it advocate students to change from initiative to passivity, participate in learning activities actively and courage them to explore new problems. The new curriculum is making progress all over the world and the classroom is changing better now. However one of the most necessary parts of teaching-homework still ended in the traditional homework.Although the traditional homework can strengthen the knowledge, the simple and ordinary form has greatly reduced the students' learning enthusiasm. In order to reflect the new mathematics standard's curriculum concept and the developmental evaluation concept, as well as release students and let them loose from heavy and boring homework burden, one of Junior Schools exemplified by author to study junior school mathematics developmental homework design against a background of new curriculum standard.Based on the primary school mathematics, junior school mathematics further explore the laws in mathematics, realize thinking method in mathematics, accumulate some experience in mathematics activities, develop mathematics concept and mathematical sense. So the mathematics homework should be adapted to the students' comprehensive and personality development, should be arranged according to the junior school student's psychological and physical development laws and new curriculum's educational concept.The author chooses junior school's mathematics homework as the research object, focus on the junior school students and teachers to explore the feasible method of junior school mathematics developmental homework design through questionnaire survey, interviews, comparison experiments and etc. In addition, the author found some problems from the survey data:such as too large homework amount and difficulty, without hierarchical homework design, without diverse homework content, students' emotional attitude is not correct, homework evaluation simplification and etc.In this paper, the main theoretical basis for the developmental homework design are the Multiple Intelligences theory, the Zone of Proximal Development theory and Constructivism Education theory. This paper was studied mainly from the following several parts. Firstly, understand the significance of current homework reform situation and developmental homework design, look up literature, know current research status at home and abroad, determine the research methods and research significance; Secondly, studied the junior mathematics developmental homework content, combined with developmental evaluation concept, actively explore junior school mathematics developmental homework view and get its effect. Thirdly, investigate junior mathematics developmental homework's current situation and get the necessity of developmental homework design through findings. Fourthly, specifically study junior middle school developmental homework design, including the design principle, homework form and its evaluation; At last, the author makes a summary of the research findings and reflects on the errors caused by some objective factors in the study and experiment limitations, also the author seriously reflects on the future research direction.This paper studies junior school mathematics homework from a new perspective and demonstrates the necessity of developmental homework design in theory. Design mathematics homework under the developmental evaluation concept and new curriculum standard's guidance, it is conducive to broaden teachers and students' outlook, explore new methods of the developmental mathematics homework design, so that in favor of reference and utility for teachers and students. At the same time, through the investigation and experimental data, it can help teachers to understand the students' homework outlook and provide some reference for the teacher's homework design in the future.Because the author's research level is limited, at the same time, there are many problems and shortcomings in the paper, the author will conduct a further research in the teaching activities. |
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