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《普通高中数学课程标准(试验)》指出,“学生的数学学习内容应当是现实的、有意义的、富有挑战性的”。新课程强调学生作业的设计要倡导自主、探究、合作,作业的评判应注重过程性和激励性。“一刀切”的留作业方式并不能够达成复习和检验学习成果的目的,更无法提高数学学习成绩。本文主要以苏教版的教材为例,以行政班教学的作业反馈形式对学生作业个性化设计的理论基础、实施形式和策略等进行论述。
The “General High School Math Curriculum Standard (Trial)” states that “students’ math learning content should be realistic, meaningful, and challenging.” The new curriculum emphasizes the design of student assignments should advocate autonomy, inquiry, cooperation, homework evaluation should focus on process and motivation. “One size fits all ” stay homework does not achieve the purpose of reviewing and testing learning outcomes, but also failed to improve math performance. This text mainly takes the teaching material of the Sujiao edition as an example, discusses the theoretical basis, implementation form and tactics of personalized design of the student homework with the job feedback form of the administrative class teaching.