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作业布置要从学生实际出发,在作业内容、作业方法、评价标准等方面要考虑学生的特点,不能一刀切,要善于发现学生的闪光点,辩证地看待学生的不足,使每个学生通过作业都能得到发展和提高。一、布置作业要有明确的目的教科书上的练习是经过精选的,每道题、每项练习都承担着具体的训练任务,教师在备课时应认真领会教科书编者配置这些练习的意图,这样才能根据每节课的教学内容选择相应的练习。不要让学生盲目地把教科书上的题或练习册上的题从头到尾全做一遍;不要不考虑学生对知识的掌握程度与知识间的衔接,随便布置;要充分发挥作业在学生掌握知识、形成技能、发展能力过程中的积极作用。如个别教师对学生作业中的“错误”作出规定:算错一道题加做三道题或是做错一题,重抄两遍题。这种布置作业的目的虽然明确但不正确,这是惩罚而不是训练。
Assignments should be based on the students’ actual conditions. Students should consider the characteristics of homework, homework, and evaluation criteria in a comprehensive manner. They should not only find out the bright spots of their students, but also treat the deficiencies of students dialectically so that each student can pass the homework Can be developed and improved. First, the assignment should have a clear purpose Textbook exercises are selected, each question, each exercise is responsible for the specific training tasks, teachers should carefully comprehend the textbook editor configure these exercises intent, so In order to select the appropriate exercise according to the teaching content of each lesson. Do not allow students to blindly textbooks on the subject or exercise book on the topic to do it all over again; Do not disregard the student’s grasp of knowledge and knowledge of the convergence, casually arranged; to give full play to homework in students to master knowledge, The formation of skills, ability to develop the positive role. Such as individual teachers in the student homework “errors ” to make provisions: calculate a wrong answer plus three questions or make a mistake, repeat the title twice. The purpose of this placement is clear but not correct. It is punishment rather than training.