Research On The Optimization Of Long-term Homework Design In Primary School Mathematics Under The Background Of "double Reduction

In July 2021,the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued the "Opinions on Further Reducing the Homework and Off campus Training Burden of Students in Compulsory Education",requiring "continuous standardization of off campus training to effectively reduce the heavy homework and off campus training burden of students in Compulsory Education".The introduction of the "double reduction" policy has pointed out the direction for further teaching reform.As a key part of teaching activities,homework has problems such as excessive workload,single type of homework,and low quality of homework.In order to reduce homework volume and increase efficiency,and better achieve the effectiveness of homework in improving students’ learning ability and core literacy,this study explores the optimization design of long cycle homework,a special form of homework,based on students’ psychological characteristics of homework.This study used the literature review method to review the current research status of long-term homework at home and abroad.The research on long-term homework in China is mostly about the external characteristics of homework,and there is little research from the perspective of students’ psychology.During the homework process,students’ psychological activities are the internal core factors that determine the quality of homework completion.So this study considers combining the external factors of homework with the psychological characteristics of students completing homework,and conducts a comprehensive and detailed exploration of students’ homework psychology.The factors that affect students’ completion of growth cycle homework are set into six dimensions,including homework characteristics,parental participation,teacher guidance,homework motivation,homework emotions,and homework behavior.By conducting a questionnaire survey,the correlation between various factors and the completion of long-term primary school mathematics homework can be determined.By regulating these factors,teachers can better design homework,bring positive and happy homework experiences to students,and improve their core competencies in all aspects.On the basis of theoretical analysis,analyze and provide strategies for the design of long-term primary school mathematics homework,including highlighting the disciplinary characteristics of mathematics,highlighting students’ subjectivity,designing goals,styles,and evaluation methods for long-term homework,providing a reference blueprint for frontline teachers’ long-term homework design.Finally,the paper implements a case study design for the optimization of long-period homework in P elementary school in N city,Jiangsu province.Through field interviews and surveys,it was found that teachers in this school had some knowledge of long-cycle homework and had assigned some of it,but had not effectively designed and optimized long-cycle homework.This study analyzed and improved two cases of long-cycle homework that had been implemented in this elementary school,and selected two fifth-grade classes and two sixth-grade classes to test the effectiveness of the optimized cases.Through questionnaires and interviews with students,it was concluded that the long-cycle assignments were successful in motivating students to learn,improving students’ self-efficacy,enhancing students’ core mathematical literacy,and exercising students’ abilities.