An educational theory paper on thinking about homework problems

An educational theory paper on thinking about homework problems

For a long time, in the teaching practice of exam-oriented education, homework has become a teacher's "supplement to teaching" and "reinforcement of teaching" and is regarded as "extension and supplement of classroom teaching". The content of homework is increasingly closed and rigid, limited to the scope of subject knowledge, far away from students' real life and social life; Working methods, means and technology are becoming more and more single. This has seriously dampened students' enthusiasm for independent development. It is embodied in the following aspects:

First of all, homework lacks personalization.

People have personalities and differences. Using a rigid unified model and unified norms to require students with substantial differences may cause depression or even destruction rather than development. Educator Confucius has long put forward the idea of "teaching students in accordance with their aptitude". However, the current homework lacks flexibility and hierarchy, which will inevitably lead to the phenomenon that some students "don't have enough to eat" and some students "can't eat", thus resulting in the phenomenon of plagiarism and not doing homework. Over time, there are more and more students with short legs in English, and fewer and fewer top students in English.

Secondly, the training of test-taking ability in homework is the mainstream, ignoring the development of students' personality and the improvement of comprehensive ability.

Due to the influence of exam-oriented education, most of the English homework assigned by teachers is in written form for the convenience of exams. The purpose of homework is not only to consolidate knowledge, but also to apply knowledge. Besides writing, there are listening, reading and speaking. However, practical work is diluted in traditional work practice because of its weak operability and difficult feedback evaluation. The traditional homework form is monotonous and boring, which is not conducive to the development of students' personality and practical ability and can not achieve the purpose of homework.

Third, homework is random, or it is used, and there is a lack of research.

Some teachers' assignments are "random" in quantity and quality, and they basically adopt the strategy of "bringing in" the homework materials provided. In addition, influenced by the exam-oriented education, they are keen to engage in the tactics of "sea of questions", and the layout of homework maps is "quantity" rather than "quality", which increases the burden on students. What's more, these "takenism" are not only time-consuming and laborious, but also gradually kill students' interest in learning English.

Fourth, homework evaluation pays attention to the results, ignores the process and lacks incentives.

Traditional homework evaluates students from right and wrong, completion time and so on, and can't see through the process of completing homework. In addition, the traditional homework evaluation often pays attention to the objective results of homework itself, ignoring people's subjective feelings, and lacks the real interaction among students, teachers and homework, which seriously affects students' enthusiasm and enthusiasm for learning, leads to students' negative attitude towards homework, and homework plagiarism is common.

The existence of these disadvantages makes students' interest in doing homework after class is not high, and the reliability of homework quality is not high, which is not conducive to the cultivation of students' habits and the improvement of their innovation ability. The effect of homework is not ideal, and some homework even kills students' interest in learning English. These drawbacks are incompatible with the new curriculum reform, and teachers must study and explore the characteristics of homework under the new curriculum reform.

English Curriculum Standards for Full-time Compulsory Education Senior Middle Schools (Experimental Draft) points out that English courses should pay attention to students' emotional attitudes and improve students' humanistic quality (Ministry of Education, 200 1). Therefore, teachers should pay attention to the humanistic connotation of homework when designing homework, and really start from students, enrich the types of homework and meet different needs.

(1) Breaking through the traditional' form' of homework, stepping out of the single' copy' form, listening, speaking, reading and writing are in full bloom, skillfully combining singing, drawing, playing, making and collecting with the forms that students like, and linking the training of knowledge and skills, the cultivation of innovation ability and the development of intelligence with activities, making the homework full of interest and attraction.

(2) Teachers can organize colorful English extracurricular activities in a planned way, such as recitation, singing, speeches, performances, English corners, etc.

(3) After class, design some hand-made contents appropriately, so that students can learn while doing, and make the original dull homework interesting. Such as making English id cards according to the content of the text, making Christmas cards with English congratulations, etc.

(4) Ask students to make a survey: What housework do you have to do at home and how much you have to bear, and then report it in class. Through such activities and homework, students can know how to respect the achievements of others' labor, cultivate a good moral character of loving labor from an early age, and make teaching truly achieve the purpose of applying what they have learned.

(5) Teachers can instruct students to organize English tabloids in groups every month, including English knowledge, foreign customs, English jokes, humor and riddles. And post it on the wall for the whole class to enjoy. If you finish learning goforit! After the theme of unit3' s holiday plan, the author asked the students to design an English map of their hometown, and introduce the famous scenic spots, local customs, local snacks and specialties. On the one hand, this assignment stimulates students' interest in learning English and cultivates their feelings of loving their hometown, on the other hand, it develops students' intelligence and personality.

(6) Encourage students to learn rich extracurricular knowledge, enrich their vocabulary with English in daily life, and let students consciously collect vocabulary related to daily life. For example, English abbreviations in some countries such as USA, UK, can, etc. And some suggestive slogans such as no smoking, exit, entrance, push and pull, etc. In some festivals in Britain and America, students can collect legends and related knowledge about Halloween, Thanksgiving, Christmas and other festivals, better understand British and American culture, and cultivate students' awareness and ability of cross-cultural communication.

Fifth, pay attention to the evaluation and correction of homework.

In traditional classroom teaching, homework evaluation overemphasizes the functions of screening and selection, with a single form and emphasis on quantification, ignoring the evaluation process and emotional communication between teachers and students, which is not conducive to promoting students' potential, personality and creativity. Therefore, the homework reform under the new curriculum concept should emphasize the homework evaluation mechanism of the integration of humanities and science, promote the interaction of humanities information between teachers and students, students and parents, and children, and promote the all-round development of students.

We often hear many teachers and students complain that "homework is difficult to correct" and see many cases of "students are busy writing and teachers are busy correcting". The reasons are as follows: first, teachers lack scientificity and pertinence in the arrangement and selection of homework; Second, teachers lack exploration on the skills of correcting homework, and each homework is blindly graded, with little effect. If some operations are combined with "rough modification" and "fine batch", the above disadvantages can be effectively avoided. "Rough revision" refers to the review exercise composed of unimportant and difficult words, sentence patterns and communication terms, which only gives right or wrong evaluation, and even can take appropriate samples according to the students' level to mark papers. "Intensive evaluation" refers to all kinds of intensive exercises composed of basic and commonly used vocabulary, grammar or communicative terms. We should not only give right and wrong evaluation, but also correct students' mistakes and point out the reasons for them. At the same time, the teacher should write his own postscript. The combination of "rough revision" and "fine evaluation" can not only make teachers have a clear aim when evaluating exercises, but also let students know their knowledge defects and "prescribe the right medicine".

In addition, a combination of "self-modification" and "mutual modification" can be adopted. "Self-correction" refers to those exercises with single questions and low requirements (such as word spelling, sentence filling or sentence structure transformation, judging right and wrong, etc. ), which allows students to make corrections against standard answers. "Mutual correction" means that teachers should give necessary key hints on completing dialogues, sentences and using language, and then let students exchange homework and correct each other according to the hints. At the same time, for those students who are not interested in learning and have poor foundation, teachers can give face-to-face counseling and correction. Finally, the teacher will comment and analyze the * * * mistakes in the homework, so that students can realize the causes of the mistakes and master the correction methods. The correcting methods of "self-correction" and "mutual correction" not only provide timely feedback, but also help to fully mobilize students' learning enthusiasm, cultivate students' awareness of participation, improve students' self-education and ability to analyze and solve problems, so that they are inspired when correcting homework, exercise their thinking, and change passive acceptance of knowledge into active inquiry, thus improving teaching efficiency.

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