要提高学生的解题能力,必须提高数学作业的质量。但在以往的教学中我们存在一种片面的作法,除课本上的练习题、习题、复习题要求学生都做外,还另外翻印一批课外参考题也要学生做,而不考虑学生通过作业是否掌握了基本知识、基本技能,误认为做的越多越好。过量的作业超过了学生的负荷能力,忙于应付作业,缺少独立思考。有的教师整天忙于批改作业,影响备课质量;有的教师只要学生作,作后效果不管如何,批一个“阅”字了事。真是作业作了一大堆,错了一大批,影响教学,造成了“恶性循环”,挫伤了学生的积极性。在这种情况下,又怎样谈得上培养学生的能力? 近几年来的教学实践,使我们认识到,要提高学 To improve students’ ability to solve problems, the quality of mathematics operations must be improved. However, in past teachings, we have a one-sided approach. In addition to textbook exercises, exercises, review questions require students to do, but also reprint a batch of extracurricular reference questions but also students to do, regardless of students through the homework Whether you have mastered basic knowledge and basic skills, mistakenly believe that the more you do, the better. Excessive work exceeds the student’s load capacity, busy with work, lack of independent thinking. Some teachers are busy with marking assignments throughout the day, affecting the quality of lesson preparation; some teachers only have to do as a student, and no matter what the effect is afterwards, they must approve a “read” word. It is really a lot of work, a lot of mistakes, affecting teaching, causing a “vicious circle” and dampening the enthusiasm of students. In this situation, how can we talk about training students’ abilities? In recent years, teaching practice has made us realize that we must improve