基于“双减”政策的小学数学作业设计优化研究

Optimization Research on Mathematics Homework Design in Primary School Based on the “Double Reduction” Policy

摘要: 随着中国教育部门推出“双减”政策，旨在减轻中小学生的学业负担，优化作业设计成为落实该政策的关键环节。本研究采用混合方法研究设计，结合定量和定性研究方法，调查了西安某小学高年级学生对数学作业的看法，并深入了解了一线数学教师对作业设计、目的和评价的观点。研究结果显示，学生普遍认为数学作业有助于提升学习兴趣、拓展视野，并能将所学知识应用于实际情境。然而，学生们普遍感觉数学作业难度较大，且偏好更具实践性和创新性的作业类型。此外，学生期望获得更多的教师反馈，并对作业评价方式持开放态度。教师访谈发现，尽管教师对数学作业的目的和设计有深入理解，但在作业内容来源、评价方式和家长沟通频率上存在差异。教师A侧重于结合教学内容和学情，而教师B更广泛地利用资源，并在评价和沟通方面更为全面和频繁。本研究讨论了如何通过调整作业难度、丰富作业类型、提供反馈和支持、培养自主评价能力等措施，进一步提升数学作业的质量和效果。同时，指出了研究的局限性，包括样本限制和样本数量限制，并建议未来的研究应进一步探讨个性化作业设计和利用技术提高作业互动性的方法。

Abstract: Since the “Double Reduction” policy was launched by the education authorities of China, aiming to alleviate the academic burden of primary and secondary school students, optimizing homework design has become a crucial link in implementing this policy. This study adopted a mixed-method research design, integrating quantitative and qualitative research approaches, to investigate the perceptions of senior primary school students in a certain primary school in Xi’an towards mathematics homework and to deeply understand the viewpoints of frontline mathematics teachers on homework design, objectives, and evaluation. The research results indicated that students generally regarded mathematics homework as beneficial for enhancing their learning interest, expanding their horizons, and applying the learned knowledge to practical situations. However, students commonly felt that mathematics homework was rather difficult and preferred homework types that were more practical and innovative. Moreover, students expected to receive more feedback from teachers and held an open attitude toward homework evaluation methods. The teacher interviews disclosed that although teachers had a profound understanding of the purposes and design of mathematics homework, there were differences in the sources of homework content, evaluation methods, and the frequency of communication with parents among teachers. Teacher A emphasized the combination of teaching content and students’ learning conditions, while Teacher B made more extensive use of resources and was more comprehensive and frequent in evaluation and communication. This study discussed measures such as adjusting the difficulty of homework, enriching the types of homework, providing feedback and support, and cultivating students’ self-evaluation ability to further improve the quality and effect of mathematics homework. Simultaneously, the limitations of the study were pointed out, including sample restrictions and limitations in the number of samples. It was suggested that future research should further explore methods of personalized homework design and the utilization of technology to enhance the interactivity of homework.