I investigated the homework of the class I taught, and found that one third of the students finished it independently, one third was partially plagiarized, and the other third was completely plagiarized. Homework plagiarism is very serious, almost every class has a lot of plagiarism, especially on Monday, many students arrive at school early, the purpose is to copy homework to perfunctory teachers. As a teacher, I have been deeply involved in my homework for many years and paid a lot of "ineffective labor" to worry about. Therefore, it is imperative to take appropriate measures to reduce the distortion rate of homework, avoid plagiarism, and ensure that every student can turn the knowledge in class into real knowledge.

First, students are allowed not to do it.

Some students really can't do some questions assigned by the teacher and dare not ask the teacher, but in order to finish their homework on time and copy effortlessly, there will be a second time after the first time. In view of this situation, in order to reduce the distortion rate of homework, students are allowed to write questions that they can't do as problems and hand them in in their homework books. Teachers use this feedback information as the basis for adjusting the teaching content of the next class. Because students still remember the homework done in the last class and are eager to know the teacher's comments on the homework handed in, they are in the best state from the perspective of students' cognitive structure and psychological needs, so the teacher's explanation at this time will get twice the result with half the effort, so that students can get feedback from teaching to learning in time and their understanding of knowledge will be improved to a certain extent.

Second, the classification arrangement work

In the past, math classes basically required students to do homework across the board. As a result, students in a class feel underfed, their intellectual development is inhibited, and they are prone to complacency. The other kind of students feel that the pressure is too great, and they are afraid and lose their confidence in learning. In order to solve this contradiction, hierarchical operation is adopted. Grading enables students of different levels to keep learning and gradually improve on the original basis. Students are divided into three groups according to good, medium and poor: A, B and C. Homework exercises are divided into starting questions-poor students finish (group C), general questions-average students finish (group B) and thinking questions-good students finish (group A). The principle of "jumping to pick the fruit" is applied to the students in Group A. After careful consideration, instead of "reaching for the fruit", it is better to use your head before answering. You are particularly excited and happy. Greatly improved the enthusiasm of these students, but also specially arranged a slightly higher level of math problems to eliminate their pride. The principle of "low starting point, multi-level and within reach" is applied to students in Group C. The multiple-choice questions are difficult and informative, so as to eliminate their inferiority complex, give priority to questions, actions, corrections and counseling, and enhance their self-confidence. Students in group B should arrange intensive exercises slightly higher than the math goal, so that they can improve step by step.

Third, homework into the classroom

Arranging some organic designs of homework or exercises in the process of classroom teaching not only strengthens classroom training, but also reduces students' heavy homework burden. At the same time, homework into the classroom is conducive to classifying and guiding students. When students work independently, teachers can focus on helping students with poor learning ability to improve their ability to analyze problems.

Fourth, carry out the "One Help One" activity.

Teenagers at the age of thirteen or fourteen have strong discovery ability, competitive spirit and dominant psychology. Therefore, once or twice a week to carry out the "One Help One" activity, one top student contracts two or three poor students to take charge of their homework counseling and homework inspection, which not only cultivates the ability of top students to correctly handle and solve problems, but also enhances their sense of responsibility and honor. In addition, students' homework is completed in two steps. First, the group leader corrects a set of homework, and the group leader's homework is corrected by the class representative. Revising should change the title, grade and signature. If the phenomenon of correction or error correction is found, the teacher should first trace the responsibility of the team leader, and then the teacher will correct and accept it in the second step. Let students be small teachers every Monday, proud.

Five, homework should have comments.

Comment, I call it "the voice left in the pen", because simple symbols can only give people a visual feeling, while comments have a sound effect, just like a teacher pointing in front of his eyes. His voice and face jump out of the paper, giving people a strong auditory stimulus and imagination, and enhancing the sense of touch. Comments are mostly encouraging, which makes them love learning more and show interest and confidence in the courses they have studied. Appropriate comments on homework can stimulate students' enthusiasm, guide learning methods and communicate feelings between teachers and students. For example, in addition to encouraging students who have not studied well but have worked hard, they can also write some famous sayings, such as "failure is the mother of success" and "nothing is difficult in the world, and nothing is impossible to a willing mind"; Write "modesty makes people progress, pride makes people lag behind" and "down-to-earth, we can successfully reach the other side of success" to students who are usually arrogant and careless in their homework; Write "excellent, go up a storey still higher" for students who have made progress in their studies; Careless students might as well create a little "black humor" to deepen their impression. For example, a student asked someone's height 160cm, and accidentally wrote it as160 m. I posted a note next to it: "Is he a dinosaur's child?" Students open their homework and naturally realize their carelessness in a happy smile. Therefore, only by constantly stimulating students' interest and adjusting students' learning enthusiasm in time can teachers be full of energy, full of emotions, proactive and forge ahead towards the established goals.

Sixth, the problem of "not opening your mouth"

"Questioning ability" is undoubtedly an integral part of people's quality, one of the sources of invention and creation, and an important aspect for students to acquire the foundation and ability of lifelong learning. As a teacher, students are very welcome to ask questions and give answers, but many students are afraid or not good at asking questions. So, they use the "inquiry record book" to collect information, and students record their own problems in each class and unit in the book as Tuesday and Wednesday, and hand them in as homework. After reading it, the teacher can prescribe the right medicine in time and list "diagnostic" exercises for the next class. Make full use of "silent questioning" to provide opportunities for students who are usually introverted and not good at asking questions. After each unit test, teach students to analyze the papers in their notebooks and list the doubts.

After nearly two or three years of teaching practice, I think these methods are still effective, which not only reduces the distortion rate of homework, but also enhances the feelings between teachers and students, so that students can constantly realize the importance of learning and work hard for their own goals.