Research On The Design Strategy Of Seventh Grade Mathematics Written Homework Under The Background Of "Double Reduction"

The promulgation of the policy of "double reduction" points to "homework burden" and "off-campus training burden" to alleviate students’ current excessive schoolwork burden.In "homework burden",written homework is the key.With the promotion of the policy,the homework burden of students has been effectively reduced,and the amount of homework for students has been reduced compared to last semester.However,teachers’ ability of high-quality homework design needs to be improved urgently.Therefore,this study focuses on exploring the strategy of "enhancing quality" homework design on the basis of "reducing quantity".This paper adopts the questionnaire survey and interview method to investigate the homework burden of 200 seventh grade students from 4 schools,their views on hierarchical math homework,homework types,homework effectiveness and their general feelings about homework.At the same time,this paper adopts the interview method to investigate the design of written homework design of seventh grade math teachers.This paper puts forward three strategies of writing homework design for grade seven mathematics: unit homework design according to curriculum standards,appropriate inclusion of writing homework for mathematics,independent choice of difficulty level.In order to verify the effectiveness of the strategy,the teaching contents of "Equation of One Yuan and One Time" and "Preliminary Geometry" in the seventh edition of the Human Education Edition were studied,and the above strategies were integrated into the homework design.Two parallel classes were selected to implement the teaching under the guidance of the new strategy and the conventional homework design respectively for two months.This paper analyzes and compares the development and change of students’ core qualities with their usual test results and homework works.This study draws the following conclusions:(1)The results of the student questionnaire survey indicate that:(1)The overall time and quantity of written math homework for students are appropriate,and students feel that the difficulty of math homework is moderate to high.There are differences in the types of homework for students in different schools.(2)There are significant gender and school differences in the emotions of seventh grade students in math homework.Male students have higher positive math homework emotions than female students,while negative math homework emotions are lower than female students.The interaction between gender and school is not significant in positive and negative math homework emotions.(2)The results of teacher interviews indicate that:(1)the source of mathematical homework questions is single,mainly based on textbooks and teaching aids,lacking in self compilation or adaptation;(2)The matching degree between classroom teaching objectives and homework objectives is not high;(3)Lack of interaction and communication between teachers and students in mathematics homework;(4)The process design of homework is mainly based on real-time and unified homework,lacking selectivity and flexibility.(3)Strategies for constructing high-quality mathematical homework design:(1)design unit homework based on curriculum objectives as a whole to make teaching objectives consistent with homework objectives;(2)Add mathematical writing assignments appropriately in class assignments,communicate teacher-student emotions,and improve teaching;(3)Assign homework levels based on difficulty,allowing students to choose independently,increasing flexibility and selectivity.(4)The experimental research results indicate that there is no significant difference in academic performance between the experimental class and the control class before and after the experiment.But the model concept of the experimental class students has significantly improved before and after the experiment.The effectiveness of the proposed strategy in improving the quality of homework has been verified.