优化作业设计提高数学教学效率探研

数学作业是数学教学的重要组成部分,是对数学课堂的拓展和延伸,能够让学生对课堂所学知识进行巩固和吸收。有效的作业布置,不仅能促进学生更好地学习数学知识,还能减轻学生的学习负担,提高教学效率和教学质量,提升学生数学核心素养。文章结合教学实践,对优化作业设计提高数学教学效率进行探研。     

浅谈初中数学教学中的课下训练

初中的数学课堂对学生未来的发展具有很大的影响,起着承上启下的作用。初中数学的教学,能够为学生学习高中数学知识做铺垫。初中数学的课下训练是课堂中最重要的环节之一,有效的课下训练能够巩固学生的数学知识,而且学生通过课下训练不仅能够培养做题技巧,还能培养学生良好的学习态度。     

小学数学教学之作业设计策略分析

作业是检验学生学习效率的有效途径,也是学生学好数学知识的一个重要环节,同时,也是巩固学生数学能力的重要途径.数学作业同样也是检验课堂教与学的有效工具之一.有效的作业能够及时的帮助学生巩固所学习的知识.在新课程不断推进的过程中,对数学作业也做出了一定的调整.     

数学作业校本化的三点尝试

数学作业是学生巩固课堂上学会数学知识的重要载体,数学作业也是数学教学中的一项常规工作,是学生数学学习过程中的重要组成部分。但是,现在很多老师在上完一节课以后,布置作业常规的方法是让学生去作《作业本》和教辅资料《一课一练》等。     

思维导图在小学数学作业设计中的应用

数学是一门具有工具性的基础学科。而数学作业则是对学生课堂知识掌握情况的考查,可帮助学生梳理新学习的知识,提高学生对数学知识的熟悉度,培养学生严谨的思维能力及分析能力。但仅是单一、重复地做题,难以对知识进行有效的归类,且极易消耗学生对学习的热情,因此,如何提高学生学习积极性,巩固学生知识的掌握,提高学生对知识的熟练度,已成为数学作业设计的主要目标。     

对小学新标准英语教学中作业布置的思考

英语作业是为提高课堂实效、帮助学生消化和巩固所学的语言知识。英语作业可以分为课前作业和课后作业两种。课前作业是让学生预习下节课要学习的内容;课后作业是检测学习效果、巩固新学知识。     

小学数学实践活动课应抓住的七个要点

小学数学实践活动课是以课堂为主渠道,让学生在参与数学实践活动中,巩固旧知识,探求新知识,从而激发学生对数学学习的兴趣,提高数学知识的应用和创新能力。一、要以利用旧知,探索、发现新知为主要目标     

数学作业批改和讲评的有效性研究

作业是课堂的延续,是对课堂的巩固,更是对课堂实践活动的总结和发展。对于小学数学来讲,课下作业是学生对课堂知识的一种反馈,老师能够了解学生的学习程度;又是学生对课堂知识的复习,能够及时加强记忆。因此,数学作业批改的有效性影响着学生学习的质量,影响着老师对学生学习情况的了解,更影响着下一步的教学计划。     

小学数学实践活动课应抓住的七个要点

小学数学实践活动课是以课堂为主渠道,让学生在参与数学实践活动中,巩固旧知识,探求新知识,从而激发学生对数学学习的兴趣,提高数学知识的应用和创新能力。一、要以利用旧知,探索、发现新知为主要目标     

小学数学作业批改的有效性探究

设计好的小学数学作业能巩固学生在课堂中所学到的即时性知识和经验，帮助学生对数学知识经验进行强化、总结和提升；而作业的批改是对这个过程的监督、评价和反思，是教师谋求师生互动交流、监控学生学习成果、督促学生进行知识转化的关键性环节，不仅影响着学生数学知识和素养的自主建构和强化，而且对了解学生的数学学习现状、反思教师的教学以及创造性地运用科学教学方式具有导向和指引功能。下面笔者结合自身教学经验，从细心、耐心和用心三个层面出发，提出几条优化措施。     

引入数学游戏教学法 培养学生自主探索能力

在数学教学中引入游戏教学法,可以调动学生的学习积极性,提高学生的课堂参与度。文章从提高兴趣、开展趣味数字教学,积极参与、感受数学知识的应用,趣味作业、感受数学游戏的应用,加深理解、感受知识的实践过程,训练技巧、提高解题的专业技能,综合知识、感受游戏的实际运用几方面,对引入数学游戏教学法,培养学生自主探索能力进行探究。     

构建自主学习小学数学作业的实践与思考

作业是课堂学习的延伸与拓展,是所学知识的巩固与内化,也是引领学生自主学习、学会学习的路径与目标。设计自主学习小学数学作业,布置联系实际作业,增强生活性;布置生动有趣作业,增强趣味性;布置操作实践作业,增强探索性;布置不同层次作业,增强自主性;布置一题多解作业,增强独创性,让作业成为学生生命成长的重要历程与精彩展示。     

数学作业的布置与批改探析

作业是数学教学中的关键环节,通过作业能够检验学生的课堂学习效果,但当前学生数学作业的完成效率不高。数学教师只有在作业中体现趣味性、层次性和差异性,与生活相结合,并在数学作业批改时坚持及时性、启发性原则,做到多种批改、分项评价、一题多改,采用多样化作业批改方式,才能引导学生在完成作业的过程中提高数学素养。     

谈高中数学作业的设计

作业是课堂教学的延续,通过对高中数学作业进行体现时代性、科学性、实践性的设计,可以帮助学生对数学认知结构的建构,以及从本质上理解数学,培养他们的数学精神和创造能力。通过对作业的有效管理可实现课堂教学和课外教学的有机结合,使学科教学成为一个完整的统一体。     

MATHEMATICS HOMEWORK: A STUDY OF THREE GRADE EIGHT CLASSROOMS IN SINGAPORE

This paper explores the nature and source of mathematics homework and teachers’ and students’ perspectives about the role of mathematics homework. The subjects of the study are three grade 8 mathematics teachers and 115 of their students. Data from field notes, teacher interviews and student questionnaire are analysed using qualitative methods. The findings show that all 3 teachers gave their students homework for instructional purposes to engage them in consolidating what they were taught in class as well as prepare them for upcoming tests and examinations. The homework only involved paper and pencil, was compulsory, homogenous for the whole class and meant for individual work. The main source of homework assignments was the textbook that the students used for the study of mathematics at school. ‘Practice makes perfect’ appeared to be the underlying belief of all 3 teachers when rationalising why they gave their students homework. From the perspective of the teachers, the role of homework was mainly to hone skills and comprehend concepts, extend their ‘seatwork into out of class time’ and cultivate a sense of responsibility. From the perspectives of the students, homework served 6 functions, namely improving/enhancing understanding of mathematics concepts, revising/practising the topic taught, improving problem-solving skills, preparing for test/examination, assessing understanding/learning from mistakes and extending mathematical knowledge.     

论有效渗透小学数学思想方法

数学课堂中,教师不仅要关注学生习得的基本知识和基本技能,更要适时采用不同策略有效渗透一些数学思想方法,培养学生的思维能力。现结合小学数学广角教学实践,从情境创设、知识形成、问题思考、知识应用及课外实践五个维度进行了渗透策略的研究,让学生获得更广泛的数学活动经验,领悟分析问题、解决问题的学习方法,进而实现渗透目的。     

Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment

We adopted a trans-contextual model of motivation to examine the processes by which school students' perceived autonomy support (defined as students' perceptions that their teachers' support their autonomous or self-determined motivation) and autonomous forms of motivation (defined as motivation to act out of a sense of choice, ownership, and personal agency) toward mathematics activities in an educational context predict autonomous motivation and intentions toward mathematics homework, and actual mathematics homework behavior and attainment, as measured by homework grades, in an out-of-school context. A three-wave prospective study design was adopted. High-school students (N = 216) completed self-report measures of perceived autonomy support and autonomous forms of motivation toward mathematics activities in school in the first wave of data collection. One-week later, participants completed measures of autonomous forms of motivation, attitudes, subjective norms, perceived behavioral control, and intentions with respect to mathematics homework outside school. Students' self-reported homework behavior and homework grades from students' class teachers were collected 5-weeks later. A structural equation model supported model hypotheses. Perceived autonomy support and autonomous forms of motivation toward mathematics activities in school were related to autonomous forms of motivation toward mathematics homework outside of school. Autonomous forms of motivation toward mathematics homework predicted intentions to do mathematics homework mediated by attitudes, subjective norms and perceived behavioral control. Intentions predicted self-reported mathematics homework behavior and mathematics homework grades. Perceived autonomy support and autonomous forms of motivation toward mathematics in school had statistically significant indirect effects on mathematics homework intentions mediated by the motivational sequence of the model. Results provide preliminary support for the model and evidence that autonomous motivation toward mathematics activities in the classroom is linked with autonomous motivation, intention, behavior and actual attainment in mathematics homework outside of school.     

试论数学教学中如何激发学生的求知欲

在数学教学中,教师可通过多种方法激发学生的求知欲,从而不断提高数学教学效率,提高学生的数学学科核心素养。文章探讨在数学教学中激发学生求知欲的有效策略:联系实际,创设情境;教学设计活动化;鼓励学生参与操作,得出结论;注意提问、批改作业的方式、技巧;跳出“思维定式”,让学生感受创新的快乐。