一、内容的可选性,让学生能做我们传统的数学作业,大都是全班同学做一样的作业。面对同一教学内容与学生们不同的接受水平,这显然是不妥当的。鉴于学生学习能力的不同,教师布置作业时,可以把作业分成若干个层次,一般以三个层次为宜。基本题:重在数学基础知识的操练,份量相对较轻,一般适合学困生。综合题:一般适合中等学生。发展题:一般适合优等学生完成。比如:学完了长方形的 First, the content of the optional, so that students can do our traditional math homework, most of the classmates do the same homework. In the face of the same teaching content and students different levels of acceptance, which is obviously inappropriate. In view of the different ability of students to learn, teachers assign homework, the job can be divided into several levels, generally three levels is appropriate. Basic questions: emphasis on basic knowledge of mathematics exercises, the weight is relatively light, generally suitable for students learning difficulties. Comprehensive questions: generally suitable for secondary students. Development Question: Generally suitable for excellent students to complete. For example: learn the rectangle