發(fā)布時(shí)間：2018-10-09 19:13

【摘要】：作業(yè)從來(lái)都不是教育領(lǐng)域的一個(gè)“小問(wèn)題”,作業(yè)應(yīng)有的價(jià)值毋庸置疑。它既能幫助學(xué)生復(fù)習(xí)和鞏固知識(shí)、提高學(xué)生的遷移能力,又能幫助教師了解學(xué)生的掌握狀況,合理調(diào)整后續(xù)的教學(xué)計(jì)劃。然而在教學(xué)實(shí)踐中,由于作業(yè)的設(shè)計(jì)不當(dāng),或者在實(shí)施過(guò)程中不合理,學(xué)生的作業(yè)無(wú)論在數(shù)量還是在質(zhì)量上,都不能盡如人意。在大量簡(jiǎn)單、重復(fù)的作業(yè)之下,教師和學(xué)生被壓得喘不過(guò)氣來(lái),但是教學(xué)效果卻沒(méi)有得到提高。這種現(xiàn)象背離了教育教學(xué)的出發(fā)點(diǎn),歪曲了作業(yè)的價(jià)值和作用,是值得深思和研究的。在學(xué)生的學(xué)習(xí)中,數(shù)學(xué)是一門簡(jiǎn)潔而高效的學(xué)科,數(shù)學(xué)教育一直在圍繞著如何高效教學(xué),快速提高學(xué)生的數(shù)理思維而不斷探索。然而,低效甚至無(wú)效的數(shù)學(xué)作業(yè)在教師教學(xué)中并不罕見(jiàn)。如何改善數(shù)學(xué)作業(yè)的尷尬狀況,優(yōu)化數(shù)學(xué)作業(yè)的數(shù)量和質(zhì)量,從根本上減輕教師和學(xué)生負(fù)擔(dān),是一個(gè)迫切需要解決的問(wèn)題。筆者首先選取6所學(xué)校的330名高年級(jí)小學(xué)生、64位教師作為調(diào)查對(duì)象,通過(guò)問(wèn)卷調(diào)查,筆者發(fā)現(xiàn)小學(xué)高年級(jí)的數(shù)學(xué)作業(yè)并不樂(lè)觀。為了進(jìn)一步探究高年級(jí)數(shù)學(xué)作業(yè)的現(xiàn)實(shí)狀況,筆者還從調(diào)查的學(xué)校中,隨機(jī)抽取一個(gè)班級(jí)作為案例,對(duì)該班級(jí)的數(shù)學(xué)作業(yè)進(jìn)行追蹤與調(diào)查。從作業(yè)的數(shù)量、作業(yè)的難度、作業(yè)的類型、作業(yè)的批改與講評(píng)方式四個(gè)維度進(jìn)行文本分析,揭示小學(xué)高年級(jí)數(shù)學(xué)作業(yè)中存在的問(wèn)題與不足。在了解了高年級(jí)數(shù)學(xué)作業(yè)的狀況以及存在的問(wèn)題之后,筆者給出了如下結(jié)論,雖然課程改革由來(lái)已久,但是在作業(yè)領(lǐng)域仍然面臨著諸多問(wèn)題,主要表現(xiàn)在:教師對(duì)課堂作業(yè)的重視不夠,學(xué)生無(wú)法當(dāng)堂鞏固與吸收;家庭作業(yè)數(shù)量大,且部分教師對(duì)習(xí)題缺乏甄別與再加工,導(dǎo)致作業(yè)質(zhì)量不高;作業(yè)一刀切的現(xiàn)象突出,無(wú)法滿足不同水平的學(xué)生需求;作業(yè)類型單一,教師多布置一些機(jī)械、重復(fù)的書面作業(yè),缺乏動(dòng)手實(shí)踐和探究性作業(yè),學(xué)生興趣不足;在作業(yè)批改與講評(píng)上,教師多采取包批包講的方式,學(xué)生參與不足,作業(yè)反饋效果較差。針對(duì)以上問(wèn)題,筆者從教師的教育觀念、教師的教學(xué)能力、教育評(píng)價(jià)方式、社會(huì)影響等方面做出了初步的原因分析。最后,根據(jù)問(wèn)卷調(diào)查和案例分析的結(jié)果,為了優(yōu)化小學(xué)高年級(jí)的數(shù)學(xué)作業(yè),切實(shí)減輕教師和學(xué)生的負(fù)擔(dān),筆者建議教師應(yīng)當(dāng)全面地認(rèn)識(shí)到作業(yè)不僅是鞏固和消化知識(shí)的工具,也是發(fā)展學(xué)生創(chuàng)新精神和提高學(xué)生社會(huì)實(shí)踐能力的重要載體。在具體的作業(yè)設(shè)計(jì)上,教師應(yīng)當(dāng)合理調(diào)整家庭作業(yè)與課堂作業(yè)的比例,減少作業(yè)的數(shù)量,重視作業(yè)的質(zhì)量,設(shè)計(jì)不同類型、不同難度的作業(yè)來(lái)適應(yīng)學(xué)生身心發(fā)展的需要。對(duì)于作業(yè)的批改與講評(píng),教師要充分的激發(fā)學(xué)生的參與意識(shí),采取多種方式的作業(yè)批改與講評(píng)方式,讓學(xué)生在批改與講評(píng)中取人之長(zhǎng),補(bǔ)己之短。
[Abstract]:Homework is never a minor problem in education, and the value of homework is beyond doubt. It not only helps students to review and consolidate their knowledge, but also helps teachers to understand the students' mastery and adjust the following teaching plan. However, in teaching practice, due to improper design of homework, or unreasonable in the implementation process, students' homework is not satisfactory in quantity or quality. With a lot of simple, repetitive homework, teachers and students are overwhelmed, but teaching results have not improved. This phenomenon deviates from the starting point of education and teaching and distorts the value and function of homework. In the study of students, mathematics is a simple and efficient subject, mathematics education has been focusing on how to teach efficiently and improve students' mathematical thinking. However, inefficient or even ineffective math assignments are not uncommon in teachers' teaching. How to improve the awkward situation of mathematics homework, optimize the quantity and quality of mathematics homework, and lighten the burden of teachers and students fundamentally, is an urgent problem to be solved. At first, the author selected 330 senior pupils and 64 teachers from 6 schools as the objects of investigation. Through the questionnaire survey, the author found that the mathematics homework in the senior grade of primary school is not optimistic. In order to further explore the actual situation of senior mathematics homework, the author also randomly selected a class from the investigated school as a case to track and investigate the math homework of that class. The text analysis is carried out from four dimensions: the number of homework, the difficulty of homework, the type of homework, the way of correcting and commenting the homework, and reveals the problems and shortcomings in the mathematics homework in the senior grade of primary school. After understanding the situation and existing problems of senior mathematics homework, the author gives the following conclusions: although the curriculum reform has a long history, there are still many problems in the homework field. The main manifestations are: teachers do not pay enough attention to classroom homework, students can not be consolidated and absorbed; large number of homework, and some teachers lack of identification and reprocessing of exercises, resulting in poor quality of homework, the phenomenon of a one-size-fits-all problem is prominent. Unable to meet the needs of students at different levels; the type of homework is single, the teacher arranges some machines, the repeated written homework, the lack of hands-on practice and inquiry homework, the students' interest is not enough; in the homework correction and evaluation, Teachers often take the way of teaching by batching, students' participation is insufficient, and the effect of homework feedback is poor. In view of the above problems, the author makes a preliminary analysis of the reasons from the teachers' educational concept, teachers' teaching ability, educational evaluation methods, social impact and so on. Finally, according to the results of questionnaire survey and case analysis, in order to optimize the mathematics homework of the senior grade in primary school and lighten the burden of teachers and students, the author suggests that teachers should fully realize that homework is not only a tool for consolidating and digesting knowledge. It is also an important carrier to develop students' innovative spirit and improve their social practice ability. In the specific homework design, teachers should adjust the proportion of homework and classroom homework reasonably, reduce the number of homework, attach importance to the quality of homework, design different types and difficulties of homework to meet the needs of students' physical and mental development. For homework evaluation, teachers should fully arouse students' participation consciousness, adopt various ways of homework evaluation and comment, so that students can take the advantage of others and make up for their shortcomings.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.5

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