How to improve the effectiveness of high school English homework design and arrangement

In recent years, with the implementation of new curriculum standards, classroom teaching has reflected the concept of curriculum reform in both content and form. However, most students’ homework methods still follow the same old routine, and their extracurricular homework knowledge is narrow. , the homework structure is simple, lacks interest and flexibility. The traditional English homework arrangement is contrary to the concept of the new curriculum. In the long run, students' good learning qualities will still not develop as they should. Therefore, in the face of the new curriculum, teachers' concept of English homework assignments needs to be completely changed. Homework should not be ancillary to classroom teaching, and its purpose should no longer be to simply review and consolidate the knowledge learned. Only interesting, effective, and diverse homework can become an important part of students' extracurricular and extracurricular life, and can truly embody students' new curriculum concept of "autonomous, cooperative, and inquiry" learning. (Liu Daoyi 2006) As an important part of teaching, homework is an extension and expansion of classroom teaching. It is an important way for teachers to understand the implementation of teaching objectives and the mastery and application of students’ learned knowledge, skills and strategies. At the same time, it provides Provide certain information feedback and basis for teachers to understand, reflect and improve teaching. Teachers' skillful design of English homework plays a key role in helping students learn English well, and it also embodies the teaching philosophy of applying what they have learned. 1. Hierarchical design of homework

The "principle of teaching students in accordance with their aptitude" points out: "In teaching, we should not only pay attention to the individuality of students, but also pay attention to the individual differences of students, proceed from reality, and target different situations. Teaching should be implemented according to different situations of students. "So teachers should set different goals for students at different levels and then complete them as planned. Assigning homework differently so that students have homework that suits them is a sign of respect and support for students. There are differences among students. This is an objective fact. When assigning homework, teachers can carefully design a number of questions. Some of these questions can be basic questions that students must master, some are improvement questions that require students to think before they can make them, and there are also individual difficult questions that students can answer according to their own needs. Depending on the actual situation, choose two or three of them. Let students at all levels have their own homework, so they have no reason to be lazy and plagiarize other people's homework. (Ni Peiqin 2001)

1. Stratification of workload. When assigning homework, it is necessary to combine the actual level of the students and design homework with clear levels and reasonable structure. At the same time, the individual level and knowledge level of the students should be distinguished. Appropriately reduce the amount of homework for students with learning difficulties. They can choose to do or not do some extended exercises. Try to avoid assigning students a large number of untargeted and mechanical exercises.

2. Stratified assignment difficulty. In view of the differences in students' English proficiency, determine corresponding goals for them and design homework with different difficulty levels. Generally speaking, three goals are identified: foundation, development, and innovation. Students with average foundation can achieve basic goals and strive to complete development goals, and students with better foundation can strive to complete innovation goals. For example, in writing exercises, most students are only required to express information points completely and standardizedly according to the requirements of the topic, but for some students who have room for learning, they can be required to use advanced vocabulary and complex sentence patterns.

3. Stratify the time to complete the homework. It can effectively ensure that students with learning difficulties can "digest" problems, ensure the quality of their homework, solidly consolidate the knowledge they have learned, and form a virtuous circle, so that students feel relaxed and happy while completing their homework, and have a solid grasp of knowledge. Skill. The hierarchical assignments focus on individual assignments and take into consideration the whole, allowing students to digest and process knowledge based on their own actual situations. 2. Interesting design of homework

Interest is the best catalyst to inspire students to take the initiative to learn English. Interesting homework can stimulate students' curiosity and encourage them to complete homework actively and proactively. However, in the actual teaching process, the teacher's English class may be exciting, but the assignments lack creativity and mechanical repetition is very common. In order to cope with the exams, many teachers have resorted to the "question tactic". Practice questions that seek quantity rather than quality increase students' learning burden and waste a lot of time and energy.

Therefore, teachers need to think carefully about how to design homework to stimulate students' interest in learning English.

1. Inquiry-based homework. In order to make English learning close to students' lives, I designed a three-minute small speech assignment before class based on the students' psychological characteristics. Every time a new unit begins, students are asked to make full use of extracurricular resources to collect information related to the unit theme through books, television, radio, the Internet and other channels, and then organize it into speech topics. For example, when studying Module 3 Festivals, students collected legends and related knowledge about April Fool's Day, Mother's Day, Halloween, Thanksgiving, Christmas and other festivals through various channels, from which they learned about British and American culture and experienced exotic customs. When studying the Olympic Games unit in Module 2, they compiled a large amount of Olympic-related information, such as Olympic history, Olympic gold medals, Olympic stars, and Olympic spirit. Such inquiry-based assignments not only increase students' input of information and enrich students' English knowledge, but also enhance their self-confidence and sense of exploration to some extent.

2. Creative homework. According to the teaching content, we can combine its characteristics to design some do-it-yourself design assignments for students, and use painting or hand-made methods to master and consolidate the knowledge they have learned. For example, when studying a unit about advertising, I assigned students to make an English poster (no matter the material) after class. Suppose you want to advertise for your Travel Agency, and express the advertising slogan and content clearly. After the homework was collected, people were surprised. The students made all kinds of exquisite posters. Some students even made beautiful posters using leaves as materials. Their artistic talents are amazing. Such assignments can not only consolidate the knowledge students have learned, but also activate creative and imaginative thinking, turning boring and rote memorization assignments into works of art.

3. Display-type homework. Assign display-type assignments to give students the opportunity to show themselves. Students are all living beings with great individuality, and their understanding and interpretation of teaching materials are also unique and creative. Display-type homework is to guide students to reproduce, expand and extend the text content through modification, speaking, singing and other forms based on their existing knowledge, such as processing, organizing, cutting and pasting, displaying and reviewing graphic materials related to the text content, and editing English handwriting Report, or conduct dialogues, sketch creations, etc. based on the dialogue and story understanding in the text.

3. Setting the amount of homework

People generally believe that our Chinese students have too much burden, and one of the important reasons for the overburden is excessive homework. In teaching practice, it is not difficult to find that the homework that increases students' burden are boring, mechanical, repetitive or purely memorized homework. Homework design must be carefully selected and concise, and must not occupy students' study time ineffectively. Therefore, the design of English homework must be scientific and effective. If students' learning time is occupied too much and ineffectively, students will easily become bored, thus affecting their interest in learning. (Zhou Xiaoyan 2005) Students will not improve their English proficiency simply by practicing more. This is just an accumulation of "quantity" and cannot produce a "qualitative" leap. Suhomlinsky, a famous educator in the former Soviet Union, believes that homework should not be a simple addition to class homework, but should be the development and deepening of knowledge, the improvement of learning ability, and the preparation for mastering classroom knowledge. If students are unwilling or unable to complete homework due to problems such as excessive workload, single format, difficult difficulty, one-sided evaluation, etc., then the homework will lose its real meaning. (Chen Ying 2005)

In the process of teaching English, high school English teachers should first give up the idea that more English homework is better, and should assign high-quality and appropriate quantity of English homework; secondly, When the amount of English homework assigned is appropriate, students should be urged to complete all the assigned English homework as much as possible; finally, students' homework should be given timely feedback to maximize the role of English homework.

In short, only when teachers truly understand the value of English homework, update the concept of English homework, and pay attention to the development function of homework on students' growth can students truly understand themselves, show themselves, and develop their potential. In this way, homework can truly realize its purpose. value and plays a reinforcing role.