Investigation And Research On The Hierarchical Arrangement Of Mathematics Homework In The Third Grade Of Primary School

Math homework is an extremely important part of mathematics teaching activities.Only the homework with moderate difficulty and proper amount of questions can strengthen students' motivation for mathematics learning and stimulate their enthusiasm for learning mathematics.Studies in educational psychology show that each student's congenital inheritance and acquired environment are different.There are also individual differences in the level and speed of their physical and mental development.Therefore,the average student may take more than ten minutes to complete the math homework.It may take only a few minutes for outstanding students to complete it,but half an hour or even one hour for students with learning difficulties to complete.In order to establish every student's confidence in mathematics learning and to gain a successful mathematics learning experience,teachers must arrange hierarchical homework so that all students can complete assignments that are appropriate to their level.Each student can develop during the mathematics learning process.Though many teachers can actively implement hierarchical Math homework,many problems have also been encountered in the implementation process.On the basis of relevant theoretical analysis,this study takes the example of S elementary school in Yangzhou as the case.It used a questionnaire survey method(involving teacher's volumes and student volumes)and interviews to study the hierarchical arrangement of Math homework for third grade primary schools.The content and results of the survey involved the number,level,difficulty,form,source of content,mode of correction and evaluation,and teachers' understanding of hierarchical Math homework.By analyzing the situation of the hierarchical Math homework in the third grade of primary school,the author explores the problems in it:the design of the hierarchical homework is simple,the form is single,the content is lack of design,the method of revision and evaluation is unreasonable.The main reasons include:the particularity of homework,the complexity of teachers 'work,the lack of teachers' theoretical study and strategic guidance,and the impact of exam-oriented education.To solve the problems in the hierarchical arrangement of Math homework,the following optimization strategies are refined:Firstly,teachers should consider the level of stratification from multiple aspects such as difficulty,quantity,and dynamic stratification.Secondly,teachers should innovate the forms of hierarchical Math homework,such as game-type homework,operational homework,and survey-based homework.Thirdly,teachers should enrich the source of hierarchical homework content from mathematics textbooks,teaching content,fixed workbooks,and mathematics workbooks.At last,teachers need to correct and evaluate stratified homework with the help of multiple roles.