An Action Study On Hierarchical Design Of Primary School Mathematics Homework Based On Learner Differences

Using the method of educational action research,this paper explores the problem of neglecting students' own uniqueness and difference in primary school mathematics homework.Taking Class 2,Grade 4 of K Primary School in Anqing City as the research object,based on the current level of students,the students in the whole class are divided into A,B and C according to the level of their ability,and the homework corresponding to their ability level is designed.In the first round of action,the learning content of "Understanding of Large Numbers" and "Hectare and Square Kilometer" is aimed at the weak cognitive foundation of C-level students(students with learning difficulties).They are required to know the counting units of thousands and tens of thousands,understand the numerical order table,and be able to read and write numbers within hundreds of millions.For B-level students with a good foundation(middle level),they are required to understand the close relationship between large numbers,hectares and square kilometers and daily life by combining real life examples,and learn to solve problems with the knowledge they have learned.For excellent A-level students(top students),they are required to have A deep understanding of the law of reading and writing within 100 million numbers,to promote the formation of number sense and to understand the concepts of hectares and square kilometers,and at the same time,to apply what they have learned to solve practical problems.In the second round of action research,"Angle Measurement" and " Three-Digit by Two-Digit" were the main learning contents.Students in Level C designed some basic problems for them to complete.Layer B students design some questions of medium or higher difficulty for them to complete;Level A students design some challenging and exploratory questions for them to complete.In the third round of action,"parallelogram and trapezoid" and "division when divisor is a two-digit number" were taken as learning contents to further verify whether the hierarchical design of mathematics homework in primary schools is more conducive to promoting the learning of students at different levels.According to the principle of difference,the three rounds of action research arranged different levels of work.The first level of homework content is mainly arranged with the textbook examples related to the most basic knowledge and the most basic skills training.The second level of homework content for the variant or simple comprehensive problems,focusing on skills training,improve the speed of doing questions;The third level of homework content for comprehensive Problems or exploratory problems,focusing on improving students' comprehensive ability to deal with mathematical problems.Based on the evidences collected from students' homework correcting,performance testing and observation and interview of students' homework completion,the following conclusions are drawn: stratified design of primary school math homework is beneficial to stimulate students' interest in learning math;It helps to improve students' habit of completing homework.It is conducive to improving students' academic performance;It is beneficial to increase students' sense of learning.The results show that the hierarchical design of primary school mathematics homework can promote the improvement of students' comprehensive quality at different levels.