Research On The Teaching And Research Of Junior Middle School Mathematics Teachers' Homewor

Assignments are an important part of classroom teaching and learning,carrying out functions such as consolidating what has been learnt in class,extending the learning content of the classroom and analysing the learning situation.The excessive burden of homework is a long-standing problem,and in response to this problem China has issued different orders to reduce the burden of homework at different times,hoping to achieve a reduction in the burden of homework and improve efficiency,especially the excessive burden of homework reflects the problems that exist in the current teachers’ homework teaching,through the investigation we found that there are more and more problems among the design of homework,homework correction,homework evaluation and homework explanation in China today.And these problems affect the quality of teachers’ work.To this end,a new way of teaching and researching homework is proposed,that is talking about homework,in order to improve the quality of teachers’ homework teaching through the form of teaching and research.This study focuses on the two questions of "what" and "how" to conduct homework teaching and research for junior secondary school mathematics teachers in accordance with the top-down and bottom-up research ideas.Through literature analysis,the existing research findings on homework were collected,collated and sorted out,"top-down" definition of the connotations of teaching and research of mathematics teachers in junior secondary schools on homework and to initially construct the structure of teaching and research on homework for junior secondary school mathematics teachers,and through expert consultation,expert opinions were sought on the structure of teaching and research on homework for junior secondary school mathematics teachers.The structure of the preliminary structure of the teaching and research of mathematics teachers’ speaking assignments in junior secondary schools was modified and improved by expert advice.The first lesson on inverse proportional functions was selected for the design of the homework,and three activities were carried out: group session,validation and extension.After the group meeting and validation activities,the junior secondary mathematics teachers’ homework teaching and research activities are completed to test the implementation process of each element of the constructed junior secondary mathematics teachers’ homework teaching and research structure,thus confirming the effectiveness and value of the theoretical structure of homework teaching and research in improving the quality of teachers’ homework teaching,and thus completing the "bottom-up" testing support process.Through the case study method,a more practical general operation process of saying homework teaching and research was summarised from three junior secondary mathematics teachers’ saying homework teaching and research activities.The first one is to prepare before speaking,including homework design texts and homework teaching behaviours;the second one is to speak about homework,including homework design,homework correction,homework evaluation and homework explanation;the third one is to carry out group discussion,including homework teaching problems,problem-solving strategies and homework teaching reflections.Finally,for the successful implementation of the homework teaching and research activities,four suggestions are put forward: highlighting the form of "say",streamlining the process of "say",firming up the main body of "say",and condensing the content of "say".By studying the connotation and structure of said homework,we can fully explore the value of said homework teaching and research activities to improve the quality of homework teaching and achieve the goal of reducing the burden and improving the efficiency of homework,so that the value of said homework teaching and research can be brought into play.