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目前,为数不少的学生不喜欢写作业,而学生不愿意写作业的原因是多方面的,有的作业内容和形式单调无趣,没能根据学生的特点设计分层的作业;有的即便是层次性不同的作业,但学生缺乏选择的权利,导致很多能力强的学生吃不饱,能力弱的学生跟不上……而作业有时作为形成性评价的重要依据,由于更多采用的等级制,也让很多学生在作业中失去了学习的兴趣。怎样让学生对作业感兴趣,还能让作业满足不同层次学生的需要呢?我多年来对作业的布置和批改进行了一些有创意的探究,形成了一些不同于一般的、打破常规的做法和经验。一、作业权利的“免除”在日常教学工作中,常常能听到:“你昨天的作业怎么做得那么差?回去重做一遍。”“今天怎么和同学打架了?请
At present, a large number of students do not like to write homework, and students are reluctant to write homework for many reasons. Some of the homework contents and forms are boring and can not be designed according to the characteristics of students. Different levels of homework, but students lack the right to choose, leading to a lot of capable students to eat less, weak students can not keep up ... And the operation is sometimes used as an important basis for formative evaluation, due to the more hierarchical , But also for many students in learning lost interest in homework. How to make students interested in homework, but also to allow homework to meet the needs of students at different levels? I have for many years the operation of the layout and correction of some of the creative exploration, the formation of a number of different from the usual, breaking the routine and experience. First, the right to work ”exempt “ In the daily teaching work, you can often hear: ”How did you do yesterday’s homework so bad? Go back and repeat it. “ ”How to fight with classmates today?