A Study On Optimizing Strategies Of Primary School Mathematics Homework Design Based On The Concept Of Holistic Unit Teaching

The Mathematics Curriculum Standards for Compulsory Education(2022 Edition)proposes to promote holistic teaching design of units,to discover the intrinsic logical connections between mathematical knowledge,and to gradually develop students’ core literacy.At the same time,the teaching contents are structurally integrated to promote students’ overall understanding and grasp of the teaching contents.In this context,holistic unit teaching has become an important development direction for mathematics teaching and learning.As an important part of mathematics teaching,homework is not only an important way to consolidate students’ mathematical knowledge,but also an important means to promote students’ development,and its design quality will directly affect the effect of education.Therefore,it is necessary for teachers to design homework under the concept of whole unit teaching,which can effectively improve the quality of homework design,cultivate students’ core literacy with homework,and maximize the nurturing function of homework.This study clarifies the connotation and unique value of elementary school mathematics homework design based on unit holistic teaching theory and structuralist teaching theory by sorting through relevant literature.By collecting elementary school mathematics unit-whole homework design texts,the problems in their basic elements of homework design are analyzed.At the same time,the current situation reflected in the homework texts is supplemented by interviews to understand teachers’ awareness of the design of elementary school mathematics homework based on unit-whole teaching.Finally,the problems and causes of the current unit-based holistic homework design in elementary school mathematics are summarized,and strategies for optimizing and improving the design of elementary school mathematics homework based on unit-based holistic teaching are proposed.Firstly,by combing the relevant literature on unit-whole teaching,unit-whole homework and homework design at home and abroad,we clarify the connotation,characteristics and unique value of elementary mathematics homework design based on unit-whole teaching,analyze the basic elements of homework design and their connotation in the context of unit-whole teaching,and understand the desirable state of elementary mathematics homework design based on unit-whole teaching.Secondly,to study homework design,we need to understand the current situation of homework design from teaching practice.In this study,we chose Primary School S,which has experience in whole-unit teaching,as the subject of investigation and collected cases of whole-unit homework designed by teachers of this elementary school.The text of the homework cases was analyzed with regard to the basic elements of unit-whole homework design to clarify the effectiveness and problems of the current unit-whole homework design in S elementary school in mathematics.The interview method was used to understand the current situation of teachers’ homework design and to clarify the causes of the problems.The results showed that the effectiveness of the current elementary school mathematics homework design based on holistic teaching includes: teachers have an initial awareness of holistic teaching,and the homework design is holistic and childoriented.The problems include the following: at the level of homework objectives,the emphasis is on the mastery and consolidation of mathematical knowledge,and the focus is on the cultivation of students’ lower-order cognition;the design of homework content lacks the structure and progressiveness of mathematical knowledge;the design of homework difficulty lacks hierarchical design and student autonomy;the design of homework evaluation is relatively single and inefficient,and the feedback of homework evaluation is not fully realized.The main reasons for such phenomena are that teachers do not have a deep enough knowledge of whole unit teaching,focus on “unit” but ignore“whole”,and teachers’ traditional homework design concepts are difficult to change over time.Finally,we propose improvement countermeasures based on the current situation of homework design under the concept of holistic teaching of the unit,mainly from two aspects of optimization principles and optimization strategies.The first is the principle of optimization,including the principles of subjectivity,wholeness,interestingness and effectiveness.The design of elementary school mathematics homework based on the overall teaching of the unit should be based on the principle of wholeness,giving full play to students’ subjectivity,achieving interesting and diverse homework,and promoting students’ overall development with the most effective homework content.The next is the optimization strategy,mainly from the teacher’s concept,the goal design,content design,difficulty design and evaluation design of the unit overall homework five aspects.Firstly,teachers should change their concept and establish the awareness of overall unit work;at the goal level,they should analyze multi-dimensionally and set three-dimensional homework goals;for the homework content,they should base on the structure and realize the hierarchical progression of homework content;for the homework difficulty,they should base on students and promote the hierarchical autonomy of homework difficulty;finally,they should improve the evaluation and optimize the evaluation design of unit work.