“多练”无疑是提高教学质量的一种有效方法。但是,怎样才算正确的“多练”呢? 有的教师主张:要“多练”就必须多做作业。因而,他们每节课后,都给学生布置很多书面作业。学生说:“作业堆如山,高不可攀。”“多练”和“多作业”,是有联系而又有区别的。书面作业,虽然是“练”的方法,但是,“练”不仅指书面作业,它包含有更广泛的内容。如语文练习,可以是背诵,释词,习字;也可以是作文,写日记。数学练习,可以是心算,也可以是笔算;可以是书面练习,也可以是实地测量。理化练习,可以是书面作业,也可以是实验。如果把“练习”和“作业”混同起来,误以为只有书面作业才是练习,因而,无限制地,一味地追求多作业,就是一种片面的理解和不当的做法。作业越多,是不是就越能提高教学质量呢?这也不见得。我见到了不少这样的情况: “More training” is undoubtedly an effective way to improve the quality of teaching. However, what is the correct “multi-practice”? Some teachers advocate that to practice more, more work must be done. As a result, they give students a lot of written assignments after each class. The student said: “The pile of work is like a mountain, unattainable.” “Practice” and “multiple assignments” are linked and differentiated. Written homework, though “practice,” is a practice that refers not only to homework, but to a wider range of content. Such as language practice, you can recite, explain words, study words; can also be a composition, diary. Mathematics exercises, can be mental arithmetic, can also be written calculations; can be a written exercise, it can be field measurement. Physical and chemical exercises, can be a written assignment, it can be an experiment. If we confuse “practice” with “homework”, we mistakenly think that writing work is the only practice. Therefore, unrestricted and blind pursuit of homework is a one-sided comprehension and improper practice. The more homework, the more you can improve the quality of teaching? This is not necessarily. I have seen a lot of such situations: