How to arrange homework in junior middle school Chinese class

The Chinese subject is the same as other subjects, and the meaning of Chinese homework is as dual as that of Chinese teaching and learning. In the aspect of "teaching", firstly, teachers check the effectiveness of Chinese teaching through student homework, and secondly, they know their mastery of Chinese knowledge and the formation of Chinese ability through student homework, which prepares the most direct reference information for later teaching correction. In the aspect of "learning", students must first digest what they have learned through homework, consolidate what they have learned through homework, and build their own skill system through homework, thus forming Chinese ability and improving Chinese literacy.

Chinese homework, because the subject itself is mother tongue teaching, is a comprehensive subject of listening, speaking, reading, writing and thinking, and is the foundation and tool of other subjects, which forms the uniqueness of Chinese homework. The most prominent characteristics of Chinese subject assignments are fuzziness and practicality. Fuzziness means that Chinese homework sometimes has a unique answer and sometimes there are multiple answers. Practicality is the common feature of Chinese homework and other subject homework.

Chinese homework is the main carrier of Chinese practice. It is characterized by the combination of sound (such as reading aloud) and silence (such as silent reading), oral and hands-on (which requires the joint action of eyes, ears, mouth, hands and brain), explicit homework and implicit homework, and writing itself is the content of homework.

1 Chinese homework in junior high school is the main form of Chinese practice.

Generally speaking, the homework assigned to students by teachers is homework. According to this definition, homework is a part of Chinese learning and an important part and continuation of classroom teaching itself, so it is definitely not dispensable, because it is the main part of Chinese practice. Many students' review instructions are also completed through the carrier of homework, such as teachers arranging students' preview homework, copying texts, reciting poems, explaining words and making sentences, reading famous works, practicing exercises and so on. These are different forms of homework at different stages of preparation, digestion or consolidation review.

Chinese homework in junior high school has the characteristics of sound and silence, oral and hands-on, display and implication.

Many assignments in Chinese are in the form of audio reading and chanting, and there are also relatively "silent" writing and silent reading assignments; The diversity of Chinese homework is obvious, which often requires obedience and speech, and speech is done orally, and more is handwritten homework; Many assignments are tangible, and many assignments are hidden, such as reading texts, reading books and reading newspapers, etc., and their quantity and quality are often not externalized.

3. Writing or reading Chinese homework in junior high school is homework itself.

This is a feature that other disciplines do not have, such as: completing writing assignments in an important way by expression training, requiring students to practice writing, and writing itself is a part of homework, because words should be written correctly, standardized and beautiful; Reading is the main way of reading homework, and the reading process is a part of homework, because reading needs quantity and understanding; Recitation is the main form of reading, reading and reciting. The comprehensive characteristics of Chinese listening, speaking, reading and writing determine that the process of speaking and writing is the homework itself, rather than writing or reading in other disciplines as a means and carrier.

Judging from the current situation, the process of speaking and writing itself is a part of homework, and we have not paid enough attention to it. Often students' handwriting does not meet the requirements, so the teacher arranges them to "practice their handwriting". If we attach importance to writing, it will not only reduce students' schoolwork burden, but also improve the quality of homework. Therefore, we should pay attention to the process of writing. In addition to its uniqueness, Chinese homework also has its multi-dimensions, so we should pay attention to three points when arranging writing homework:

3. 1 homework. Homework must meet the actual needs of teaching. At present, the emergence of "sea tactics" is often because there are too many repetitive and irregular homework, and teachers have not screened the homework. The basic principle of distribution is choice. Wei Shusheng, a famous educator, also advocated that students should leave their own homework. The homework left by students is often more suitable for their reality, which enables them to consolidate their knowledge and improve their language ability through homework. From the point of view of the problem, the choice of homework can be cut into the following three aspects:

3. 1. 1 homework topics in the textbook. The setting of homework in textbooks has been changing, from the perspective of "knowledge view" to the perspective of "ability view" No matter how it changes, in our practical teaching application, we can first delete some topics that students have mastered, and focus on selecting some topics with training value.

3. 1.2 Select topics suitable for students from teaching reference materials. The themes set in textbooks generally reflect the editors' intentions, but when we introduce them into our own classrooms, some of them may not be suitable and there are many things to be supplemented. Teaching reference materials provide convenience for teachers. However, the teaching reference materials are not only numerous but also miscellaneous, and some of them are even confusing. At this time, the teacher must carefully choose the topics suitable for the students in this class, select the essence from the rough, discard the false and retain the true before assigning them to the students.

3. 1.3 According to the teaching practice, teachers or students ask questions. Learning to write exercises is a necessary quality for teachers. Teachers' self-made homework is mostly to transform and supplement the homework materials in textbooks or teaching reference materials, and some students make their own homework according to the actual situation of the students in this class.

3.2 homework correction. Assigned homework, teachers have to correct homework to know their own teaching situation and students' learning situation. The forms of grading can be divided into face-to-face grading, after-class grading and mutual grading between teachers and students. Most homework is corrected by teachers after class, which is determined by the characteristics of class teaching. The purpose of this part of homework correction is to understand the students' mastery of what they have learned and what problems exist, and to make the next teaching plan and adjustment strategy. The focus is mainly on the ability level of "application, appreciation and evaluation", such as the pronunciation, shape and meaning of words, phrases, rhetoric, real words and function words in classical Chinese, as well as the correction of broken chapters and the whole composition. Some homework needs to be corrected face to face in class or after class. Face-to-face homework is not a problem for students, it is the main means to discover students' special problems and develop students' personality. Face-to-face interviews are generally conducted in time after the completion of homework, or after correcting in class, students are found to have special problems and are asked to face-to-face interviews immediately. If you find that students have innovative content, you should also find students to give advice and encouragement in time. After the interview, the students should revise it again, and then give it to the teacher for correction again. The assignments approved by teachers, students or students are generally dictation, recitation, dictation and reading aloud. Students and teachers need to know the answers in time, which tastes like a competition and mainly tests their memory and understanding ability. Teachers should carefully supervise students' mutual recognition of homework, and should not become a mere formality.

3.3 Job evaluation and feedback. Homework correction is only half of the teaching process, and the other half is comments and feedback. This link must be down-to-earth, comments should be realistic and to the point, and feedback should be focused and timely. Some homework is directly fed back in class, and teachers can implement it by asking students to answer questions and read books. If you finish first, you will be judged first, which can remind you of possible mistakes in your homework. Most homework teachers should give feedback immediately after correcting. When commenting and giving feedback on students' homework, teachers must not only explain the correct answers, but also point out the reasons for the mistakes of similar problems and the ways to correct them by relying on the content of homework. When giving feedback, teachers should pay attention to encouraging students to make little progress, strictly correct the mistakes of top students and guide students to accumulate wrong questions.

As Chinese teachers in junior high schools, we should seriously study the characteristics of Chinese homework in junior high schools. Only by understanding its uniqueness can we sharpen and use this sword better and insert a pair of powerful wings for our Chinese teaching!