Research On The Problems And Strategies Of Mathematics Homework Design In The High Stage Of Primary School Under The “Double Reduction” Policy

In 2021,the Central Committee of the Communist Party of China and the State Council issued the “Opinions on Further Reducing the Burden of Homework and Extracurricular Training for Students in Compulsory Education”,which effectively reduced the burden of homework and extracurricular training for students in compulsory education(hereinafter referred to as the “double reduction”).The policy aims to alleviate the heavy learning burden of students,improve the quality of learning,promote their overall development,and set higher requirements for homework design.Teachers are expected to fully consider students’ age characteristics and learning rules,and design targeted homework according to the characteristics of different students.They are encouraged to assign layered,flexible,and personalized homework to cater to the individual needs of each student.Only by implementing the requirements of the “double reduction” policy,can the quality and effectiveness of mathematics homework design in primary schools be truly improved,and the overall quality of mathematics education in primary schools be enhanced.Given the nature of mathematics,the high stage of primary school is a critical period in which students transition from concrete thinking to abstract thinking.By focusing on the issue of mathematics homework design in primary school under the “double reduction” policy,this study aims to achieve the goal of reducing the learning burden of primary school students and improving the quality of their homework.Using literature research methods,this study combs and summarizes relevant research results related to homework and homework design both domestically and internationally,and analyzes the concept of mathematics homework design in primary schools.Based on this foundation and utilizing the recent development zone theory,multiple intelligences theory,and constructivism theory as theoretical frameworks,the study employed questionnaire and interview survey methods to select84 high school mathematics teachers and 215 fifth and sixth-grade students from four primary schools in Hohhot as research subjects.The aim was to investigate the current status of mathematics homework design in primary schools under the “double reduction” policy,analyze the existing problems and their causes,and propose corresponding strategies.The study found that there are certain problems with mathematics homework design in the high stage of primary schools under the “double reduction” policy,including: lack of collaboration and communication among different teachers in homework design;insufficient involvement of students in the homework design process;a narrow source of homework questions;inadequate utilization of online educational resources;unclear homework objectives;unclear layered homework design;insufficient variety of homework types;and a relative lack of relevance of homework content to real-life situations.Analysis revealed that these problems were mainly due to two factors: cognitive and ability levels,such as outdated teacher attitudes towards homework design,a need for deeper teacher understanding of the “double reduction”policy,lack of professional knowledge and abilities in homework design,and insufficient awareness of online educational resources;and behavioral factors,such as schools’ neglect of effective supervision of homework design,insufficient collaboration and discussion among teachers,and inadequate attention to individual differences among students.Based on the analysis of the problem causes,several improvement strategies were proposed for mathematics homework design in the high school stage of primary schools,including: clarifying the responsibilities of all parties involved in homework design,strengthening schools’ supervision of mathematics homework design,enhancing daily discussions among teachers about homework design,and promoting reflective thinking among teachers in homework design.Additionally,the study recommends the selection of math homework that caters to the subject’s characteristics,enriching homework sources,and designing layered,flexible,and personalized homework to suit individual student needs.