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The educational theory of homework

For a long time, in the teaching practice of exam-oriented education, homework has become a supplement to teaching and a reinforcement of teaching, and has been regarded as an extension and supplement to classroom teaching. Extension and supplementation of classroom teaching"; homework content is becoming increasingly closed and rigid, limited to the scope of subject knowledge, away from the actual life of students and social life; homework methods, means, technology is becoming more and more single. This seriously undermines the enthusiasm of students' independent development. Specifically embodied in the following aspects:

First, the lack of personalized homework

People are individual, there are differences. With a rigid unified model, unified specifications to require substantially different students, the result may not be development but repression, or even destruction. Educator Confucius has long put forward the idea of "teaching students according to their aptitude". Today's homework is not flexible, lack of hierarchy, which will inevitably result in some students "can not eat", some students "can not eat" phenomenon, thus giving rise to the phenomenon of homework plagiarism phenomenon and the phenomenon of not doing homework. Over time, the English short legs of the students more and more, English sharp students less and less.

Two, the homework in the test ability to cultivate the mainstream, ignoring the development of students' personality and comprehensive ability to improve

Due to the influence of the test education and in order to facilitate the inspection, the teacher assigned English homework is mostly in written form. The purpose of homework is not only to consolidate knowledge, but also to apply it. In addition to the written form - writing, there are listening, reading and speaking. However, application homework has been diluted in traditional homework practice because of its weak operability and difficulty in feedback and evaluation. The traditional form of homework is monotonous, boring, not conducive to the development of students' personalities and develop practical skills, and can not achieve the purpose of homework.

Three, homework arbitrariness, or fetishism, lack of research

Some teachers assign homework in the quantity and quality of the more "arbitrary", on the homework information provided basically use "fetishism" strategy. In addition, by the influence of test education, keen to engage in the "sea of questions" tactics, the layout of the homework figure "quantity" does not seek "quality", adding to the burden of students. More seriously, these "fetishism" is not only time-consuming and labor-intensive, but also in the gradual erosion of students' interest in learning English.

Fourth, homework evaluation focus on the results, ignoring the process, lack of incentives

Traditional homework evaluation of students are from the right and wrong, the completion of the time and so on to analyze the process of completing the homework, can not see through. In addition, the traditional evaluation of homework often focus on the objective results of the work itself, belittling the human subject emotion, the lack of students, teachers and homework of the emotional attitude of the real interaction, a serious impact on the enthusiasm of students to learn and learning enthusiasm, resulting in the attitude of the students homework is very passive, copying homework phenomenon is very common.

The existence of these shortcomings makes students do extracurricular homework interest is not high, the credibility of the quality of homework is not high, is not conducive to the cultivation of students' habits and the enhancement of creativity, the effect of the homework can not be satisfactory, and some assignments even erase the interest of students to learn English. These shortcomings are incompatible with the new curriculum reform, so teachers must study and explore the characteristics of homework under the new curriculum reform.

The English Curriculum Standards for Full-time Compulsory Education in General Senior Secondary Schools (Experimental Draft) states that the English curriculum should pay attention to students' emotional attitudes and improve their humanistic qualities (Ministry of Education, 2001). Therefore, teachers should pay attention to the humanistic connotation of homework when designing homework, and enrich the types of homework to meet different needs by really starting from students.

(1) break through the traditional form of homework, from a single "copying" form out, listening, speaking, reading, writing, a full bloom, skillfully combined with singing, painting, games, production, collection and other forms of students enjoyable, the training of knowledge and skills, the cultivation of creative ability and the development of intelligence and activities associated with homework is interesting and attractive. The homework is interesting and attractive.

(2) Teachers can systematically organize English extracurricular activities with rich contents and diverse forms, such as recitation, singing, speech, performance and English corner.

(3) After class, the design of some appropriate handmade content, so that students learn by doing, so that the original boring, dull form of homework becomes fun. If the content of the text according to the production of English idcard, homemade Christmas cards written in English congratulations, and so on.

(4) Let the students carry out a survey: what chores to do at home, how much they have undertaken, and then report in class. Through such activities homework, students will know to respect the fruits of other people's labor, to develop a good character from childhood love of labor, so that teaching really achieve the purpose of learning to use.

(5) Teachers can guide the students to do English tabloid in the form of a group every month, including English knowledge, foreign customs, English jokes, humor, riddles, etc., and posted on the wall so that the whole class of students **** enjoy. For example, after learning goforit!Book 8unit3aboutvacationplans this topic, I let the students design a map of their hometown in English, and at the same time, introduce their hometown's famous attractions, local customs, local snacks, specialties, etc. This assignment, on the one hand, inspires the students to learn English, and on the other, to learn English. This assignment on the one hand stimulates students' interest in learning English, cultivates students' feelings of love for their hometown, and on the other hand develops students' intelligence and personality.

(6) Encourage students to learn a wealth of extracurricular knowledge and enrich their vocabulary with English in life, so that they can consciously collect vocabulary related to daily life. For example, the abbreviations of some countries "usa", "uk", "can", etc., some prompt slogans: "nosmoking ", "exit", "entrance", "push", "pull" and so on. " and so on. To some of the Anglo-American festivals, you can let students collect about Halloween, Thanksgiving, Christmas and other festivals legends and related knowledge, better to experience the Anglo-American culture, the development of students cross-cultural communication awareness and ability.

Fifth, pay attention to homework evaluation and correction

In the traditional classroom teaching, homework evaluation over-emphasis on the screening and selection function, a single form, focus on quantitative, ignoring the evaluation process as well as teachers and students of emotional communication, which is not conducive to promoting the potential of students, personality, creativity to play. For this reason, the new curriculum concept of homework reform should emphasize homework evaluation of the humanities and scientific integration of homework evaluation mechanism, to promote teachers and students, students and parents and children between the interaction of humanistic information, to promote the overall development of students.

We often hear many teachers and students complain that "homework is difficult to change, homework is difficult to do", to see many "students are busy writing, teachers are busy correcting" situation. The reason for this, one is that the teachers of homework layout and selection of materials lack of science and relevance; two is that the teachers of homework correction skills lack of inquiry, each assignment will be blindly all approved all corrected, and little effect. If some of the work "rough correction" and "fine" combination, can effectively avoid the above drawbacks. "Rough correction" is the non-focus and difficult and out-of-the-way vocabulary, sentence patterns and communication phrases constitute a review exercise only to give the right and wrong evaluation, or even according to the level of the student level to take the appropriate amount of samples for review. "Precision" is the basic common vocabulary, grammar or communication terms constitute a variety of reinforcement, consolidation exercises should not only be given to the evaluation of right and wrong, but also for students to be corrected and point out the reasons for the error, while the teacher should also write a good after-reading notes. The combination of "rough correction" and "fine criticism" not only enables teachers to be targeted when assessing exercises, but also enables students to know their own knowledge deficiencies, so as to "prescribe the right medication. "

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In addition, you can also take "self-correction" and "mutual correction" combination. "Mutual correction" means that the teacher will first give the necessary hints for completing the dialogues, completing the sentences, and using the language, etc., and then let the students exchange their assignments and correct each other according to the hints. At the same time, the teacher can give face-to-face counseling to those students who are less interested in learning and have a poor foundation. Finally, the teacher of the work of the **** sex error, focused on commenting and analyzing, so that students realize the reasons for the error and master the method of correction. "Self-correction" and "mutual correction" of the correction method, not only timely feedback, but more importantly, is conducive to fully mobilize students' enthusiasm for learning, cultivate their sense of participation, improve their self-education and the ability to analyze and solve problems, so that they can be enlightened in the correction of homework. Criticize the homework to be enlightened, thinking to be exercised, the knowledge from passive acceptance into active exploration, so as to improve the efficiency of teaching.