Research On The Design And Practice Of Sixth Grade Mathematics After-school Homework In The Context Of "Double Reduction"

The "double reduction" policy clearly suggests that homework reform should actively promote the "reduction and quality" of homework,improve the quality of homework design,promote students’ deep learning,and let homework play its nurturing function.The release of the(2022)curriculum standards,which emphasize the humanistic requirements of curriculum teaching is to cultivate students’ core literacy,points the way to the implementation of the "double reduction" policy in the "quality" of homework.Effective homework design can promote students’ development and make the cultivation of core literacy in mathematics real.The traditional design of mathematics after-school homework cannot support the development of students’ core literacy.Therefore,it is important to design after-school assignments that point to students’ core literacy in the context of "double reduction".This study reviewed and combed through the literature on related topics and used SOLO classification theory and constructivist learning theory as the theoretical cornerstones to conduct a study on the design and practice of mathematics after-school homework in grade 6 of elementary school L in Q city through questionnaire survey method,teacher interview method,and text analysis method.Firstly,this study starts from a survey on the current situation of mathematics after-school homework in the sixth grade in the context of "double reduction" to understand the actual situation of mathematics after-school homework.Secondly,based on the survey and the theories related to homework design,the study explored and designed four types of homework,including basic,comprehensive,inquiry and practical homework,and under the guidance of a team of experts,a detailed list of homework design and evaluation was established to analyze the rationality of homework design and the direction of homework evaluation.From assignment design to evaluation,we aim to provide front-line teachers with actionable examples of assignment design.Then,we analyzed the results of the homework practice in the sixth grade(5)class of L Primary School in terms of the attainment of core mathematical literacy and proficiency,and conducted a post-test questionnaire survey on 42 students in the practice class to summarize the effectiveness of the homework practice.Finally,based on the results of the survey on the current status of the sixth grade mathematics after-school homework and the results of the homework practice,suggestions related to homework design were made.The results of the survey on the current situation of after-school homework in elementary school: first,students’ homework burden is reduced,and teachers actively implement homework "load reduction".Second,teachers’ homework design has certain problems,specifically: teachers’ homework design ability needs to be improved;homework type is single,with basic exercises as the main homework;homework content needs to be broadened,and teachers do not make full use of homework resources;homework evaluation focuses on result evaluation,ignoring students’ literacy development.Based on the current survey,the homework design and practice were carried out,and the results of the practice were summarized:the achievement of students’ core literacy and level of mathematics was 73%,among which the performance of students’ innovation consciousness was only 33%,and the achievement of knowledge innovation(level 3)was only 62%,and students’ overall core literacy performance was poor due to the influence of teachers’ traditional homework design.The effectiveness of homework design was examined by analyzing students’ homework texts and conducting post-test surveys: students had positive attitudes toward learning in different homework types,could further deepen their understanding of knowledge,think more deeply about problems,could better apply what they had learned,improve their practical skills,and develop their sense of innovation.Overall,the core literacy of mathematics was cultivated comprehensively.To this end,suggestions for homework design pointing to core literacy in mathematics are proposed:first,to improve theoretical literacy and change the concept of homework design.Specific suggestions are:pay attention to in-service training to update the design concept;actively participate in teaching and research to improve the homework design ability.Second,improve assignment design and enhance the quality of assignment design.Specific suggestions are: enriching homework types and designing tiered homework;integrating homework resources and broadening homework contents.Third,improve homework evaluation and pay attention to core literacy evaluation.Specific suggestions are: pay attention to literacy development and promote students’ "learning";reflect on teaching effects and adjust teachers’ "teaching".