预习作业作为数学课堂一个十分重要的组成部分,得到了许多教师的认同。量的积累当然就无形中引发了我们对预习作业质的思考——预习作业有用吗?这个看似不是问题的问题却常常让我们这些亲身实验者回答得似是而非,“好像有用,又好像效果不大”;“有的课还行,有的课不能预习”。面对这些来自一线教师的声音,我们不禁要问:究竟是预习作业这种形式有问题,还是我们对这种形式的理解有偏差?基于这个问题,笔者想通过一些教学实例来谈谈自己对预习作业设计的几点思考。首先,预习的意义是什么?预习就等同于自学。这样的理解在教师队伍中还是比较普遍的。广义地说,预习也是一种自学活动。但狭义地理解,两者的区别是显而易见的。自学是没有 As a very important part of maths class, prep homework has been approved by many teachers. Of course, the amount of accumulation has led us to ponder over the quality of pre-work assignments. Is it useful to prepare for homework? This seemingly non-questioning problem often makes us self-experimenter answer plausible, “seems like it works, Not ”“; ”Some classes still OK, some lessons can not be preview ". In the face of these voices from front-line teachers, we can not help but ask: Is there any problem with this form of pre-assignment or is there any discrepancy in our understanding of this form? Based on this question, I would like to talk about myself through some teaching examples Some Thoughts on Pre-job Design. First of all, what is the meaning of preview? The preview is equivalent to self-study. This understanding is still relatively common in the teaching staff. In a broad sense, preview is also a self-learning activity. But narrowly understood, the difference between the two is obvious. Self-study is not