| In July 2021,the General Office of the CPC Central Committee and The General Office of the State Council issued the Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students in Compulsory Education(hereinafter referred to as "Double Reduction"),which clearly pointed out the regulations on the total amount of homework for each school level and the requirements for improving the quality of homework.As an important part of mathematics education,mathematics homework is an important means for students to consolidate basic knowledge,develop ability and re-understand mathematics knowledge.At present,there are no domestic researchers from the junior high school novice teachers and expert teachers from the comparative perspective of math homework design.This study compares the differences of junior middle school novice teachers and expert teachers in math homework design by case study.At the macro level,by comparing the math homework design of junior high school novice teachers and expert teachers,it explores whether different teachers fully and profoundly understand and implement the requirements of the "double reduction" policy.At the micro level,novice teachers and expert teachers can choose their good ones from each other and change their bad ones.Novice teachers and expert teachers find the shortcomings in the current stage of math homework design,which makes the teacher training on math homework design more targeted and effective.Based on this,three main research contents are determined:(1)By communicating with novice teachers and expert teachers through interviews,the understanding of novice teachers and expert teachers on math homework design is obtained,and the differences between the two types of teachers in six aspects of math homework design time,homework objective design,homework content,homework type,homework difficulty and homework stratification are compared.(2)Through the case analysis method,we collected the math homework designs of novice teachers and expert teachers for a period of one months,and with the help of the homework text tool developed by Shanghai Education Committee,From the explanatory nature,scientific nature,diversity,difficulty,selectivity and working time of math homework six aspects combined with real case statistics analysis of math homework design quality of novice teachers and expert teachers specific differences.(3)A questionnaire survey was conducted on the satisfaction of students in math homework design in classes taught by novice teachers and expert teachers to reveal the specific differences in math homework design between novice teachers and expert teachers from the perspective of students.The main conclusions are as follows:(1)Novice teachers spend more time on homework design;(2)In the aspect of math homework goal design,the goal designed by expert teachers is more concrete and feasible;(3)In terms of math homework content design,the content designed by expert teachers is more conducive to students’ development;(4)In terms of the structure of mathematics work,the structure of expert teachers is more hierarchical and systematic;(5)In terms of the understanding of "double reduction" policy,experts and teachers have a deeper understanding;(6)In terms of student satisfaction,the class taught by expert teachers has higher student satisfaction.According to the above research,this paper puts forward the following suggestions for novice teachers and expert teachers: first,expert teachers should urge the lesson preparation group to establish a math homework bank;Second,novice teachers should write math homework objectives according to the unit perspective;Third,novice teachers should design math homework according to students’ learning situation;Fourth,novice teachers should strengthen the structure of math homework;Fifth,novice teachers and expert teachers should enrich the types of math homework according to the function of homework. |
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