A Study On The Management Of Mathematics Homework Of Primary School Students

With the continuous deepening of compulsory education curriculum reform,the training standards for primary school students are gradually changing.At present,more attention is paid to cultivating primary school students’ ability to learn actively.Especially for the upper grades of primary school students,cultivating the ability of active learning is very important to improve the overall quality.The subject of mathematics focuses on cultivating pupils’ problem-solving ideas and methods,which is of great help in cultivating pupils’ active learning ability.As the main body to implement mathematics homework,students in the upper grades of elementary school can plan,monitor and control mathematics homework reasonably through effective management strategies during the process of completing mathematics homework,so as to improve mathematics learning performance and cultivate active learning ability.This research has determined the connotation of homework management by consulting data and investigation and research,that is,a series of self-regulation and supervision strategies adopted by the upper grade students in the process of writing mathematics homework.By drawing lessons from and adapting the "Homework Management Scale",from the six dimensions of time management,emotion management,motivation management,environmental management,distraction handling,and feedback management,a current situation survey was conducted among 1347 senior primary school students in W city,using SPSS The software analyzes the data descriptively and difference,and the results show that the mathematics homework management of the upper grade students in the elementary school of W city is generally at the upper-middle level.The ranking of each management dimension is environmental management,distraction handling,time management,feedback management,emotion management,and motivation management.In the analysis of differences,there are differences in environmental management,time management,and motivation management among senior elementary school students in different regions.Senior elementary school students with different grades have differences in motivation management,emotion management,and feedback management.Elementary schools of different grades have differences in environmental management,time management,and motivation management.There are differences in feedback management among senior students.There are differences in time management among senior elementary school students of different genders,and there are differences in environmental management among senior elementary school students with different family structures.In the research of influencing factors,according to the guidance of Lewin field dynamic theory,it is found that the factors related to the "psychological field" are: personal academic achievement goals,students’ individual interests,individual learning concentration and individual feedback efficiency.Factors related to the "environmental field" are: the teacher’s design of homework,the teacher’s homework management style,family structure,family member behavior and the surrounding environment of the home address.These factors have an impact on the management of mathematics homework for the upper grades of primary school students.Based on the results of investigation and research and analysis of influencing factors,strategies for optimizing the management of mathematics homework for senior primary school students are proposed.Strengthen student self-management from three aspects: establishing personal academic achievement goals,strengthening homework feedback with teachers,and rationally planning homework time;from improving the ability of designing mathematics homework,strictly managing students’ mathematics homework,and strengthening homework management The three aspects of training promote teachers’ assistance in management;the three aspects of avoiding wrong tutoring and over-checking homework,creating a home environment suitable for mathematics learning,and cooperating with teachers to cultivate students’ interest and concentration in mathematics learning.