Investigation And Research On The Status Quo Of Mathematics Homework In Junior High School

Since the "double reduction" policy was put forward,higher requirements have been put forward for the design and implementation of homework.Only by truly implementing the relevant requirements of the "double reduction" policy can math homework truly "reduce the burden and increase the efficiency".The design and implementation of homework reflect the implementation of the "double reduction" policy.Paying attention to the current situation of junior high school math homework under the background of "double reduction" is conducive to promoting the specific implementation of the "double reduction" policy in the compulsory education stage.On the basis of sorting out the relevant theories,questionnaire survey method,interview method and homework text analysis method were adopted to investigate the Grade 1 and Grade 2 students and mathematics teachers of the grade in 3 schools of different levels in G City,so as to fully understand the current situation of mathematics homework of junior high school in G City under the background of "double minus".Through the results of teacher questionnaire,student questionnaire,teacher interview and homework text analysis,it is found that after the implementation of the "double reduction" policy,students’ homework has changed.The number of math homework in junior middle school has decreased somewhat,but it is still too much for students.(1)The number of math problems per day is mostly 11-15,and students think that there is a large amount of math homework.(2)The types of math homework are mainly closed,single subject,literary and independent,and there is a lack of interdisciplinary,open,practical and operational and cooperative types of math homework design.(3)Teachers mainly use textbooks and auxiliary teaching resources.Network resources and other auxiliary(4)math homework is closely related to the teaching content of the day(5)junior high school math teachers basically carry out careful ranking of the designed math homework(6)some teachers sometimes design math homework with the same difficulty,there is no obvious hierarchy of difficulty(7)most teachers will consider hierarchical layout,Considering the cognitive development of students(8)Math takes up a lot of time every day(9)Teachers do not have a deep understanding of the "double reduction" policy(10)teachers have a single evaluation method,which mainly focuses on grades and grades,and few comments are added.There are still some problems in sources,types and evaluation methods:(1)The quantity of homework is too large,and the policy of "reducing the burden" needs to be implemented;(2)Single source of operation and weak awareness of independent design;(3)Lack of innovation in the types of operations and need to be enriched;(4)The operation evaluation method is relatively simple.The results of the investigation were analyzed,and the attribution analysis was made after sorting out the existing problems.The causes of the problems in junior middle school math homework can be summarized as follows:(1)The school homework management mechanism needs to be improved,and some schools have not set up a homework management mechanism;(2)Teachers do not really understand the concept of "reducing burden and increasing efficiency";(3)The professional development level of teachers needs to be improved,and the professional development level is related to the ability of teachers’ homework design;(4)Teachers’ homework correction and evaluation methods are relatively simple,most teachers use scores or grades,but few write comments;(5)Students did not check and correct the homework in time after the teacher corrected it,and did not pay attention to the wrong questions;Combined with the existing specific problems and corresponding reasons analysis,put forward some concrete and feasible optimization strategies:(1)To establish the concept of "reducing the burden" of math homework,schools need to strengthen the concept guidance,teachers need to strengthen the theoretical learning.(2)To improve the quality of math homework design,schools need to strengthen the management of homework,teachers need to improve the ability of homework design,enrich the sources and types of homework,the appropriate amount and difficulty of homework,close to the teaching content and objectives;(3)Enrich the grading method and deepen the evaluation structure,carry out diversified operation evaluatio...