How to design students' homework

A case study of Chinese homework design in primary schools: the design teacher is the disseminator of knowledge. How do students master this knowledge? The only way is to master and consolidate through homework. As an indispensable part of classroom teaching, homework is the carrier of enriching students' knowledge reserves, developing students' intelligence and creativity, and improving students' literacy. It is an indispensable and important link in the teaching process. In Chinese practice, our teachers should actively renew their concepts, establish a brand-new concept of homework, strive to change the traditional homework mode, creatively design homework, inject new content and forms into Chinese homework, and lead students to family, society and life through homework, thus becoming a guide to enrich students' lives. In the Chinese teaching in primary schools in recent years, I see that there are still many problems in the design of Chinese homework in primary schools. "First of all, Chinese lessons are divorced from students' thoughts and lives and become pure technical training. Second, teaching is stylized, rigid and boring. Third, the sea tactics make students miserable. As a result, students lose interest in Chinese, the burden is too heavy, and the teaching efficiency is low, which often leads to high scores and low energy. "At the same time, there is still a problem of low quality in Chinese homework. In different schools, different classes and different stages, there are six major quality problems to varying degrees: first, the objectives are unclear, and in the actual operation process, homework design is also subjective, blind and arbitrary; Second, the system is incomplete, the arrangement of knowledge and skills training points in homework design is quite scattered and repetitive, and the selection and timing of many training points are unscientific; Third, the infiltration between disciplines is not wide, which separates the Chinese discipline from other disciplines, leaving an incomparably rich language mine to be tapped. Practicing Chinese in Chinese ignores the cross-infiltration between disciplines; Fourth, the level is not high. Among the three training levels of knowledge, skills and intelligence, the first level takes too much time, while the second and third levels are relatively weak, especially the students' thinking ability can not be scientifically and systematically trained. Fifth, regardless of the object, students at different levels do exactly the same homework, some are "too much to eat" and some are "not enough to eat". The principle of teaching students in accordance with their aptitude has not been fully reflected in the design of Chinese homework; Sixth, the form is not lively, copying words, combining words, making sentences, filling in the blanks, answering questions and writing, and still playing the leading role with the old face, which is largely lacking in innovation and difficult to stimulate students' interest. The total amount of homework is too large, the quality is low, and quantity replaces quality-this huge contrast between the amount and quality of Chinese homework in primary schools has formed a very obvious negative effect. It has dampened students' learning enthusiasm, damaged their physical and mental health and affected the improvement of teaching quality. Therefore, it is urgent to reform the content and form of homework and carry out personalized homework design suitable for each student. The new round of curriculum reform in China requires attention to the development of every student, and every student is a unique individual. Their knowledge base, personality and hobbies all have their own characteristics, and their development direction and speed are different. This requires our teachers to fully respect students' differences in teaching practice, help students to change their single and passive learning methods, form independent, exploratory and cooperative learning methods, promote students to learn actively and individually under the guidance of teachers, and let each student get the best development from his own different starting point. As one of the basic links in the teaching process, homework is also an important way to promote the comprehensive and coordinated development of students' cognition, ability and emotion. We should not only study and reform classroom teaching, but also take students' development as the guide, take cultivating students' innovative spirit and practical ability as the main goal, and carefully design students' homework, so as to better promote students' active development and healthy and harmonious development of body and mind. With the in-depth development of quality education and the full implementation of Chinese curriculum standards, how to get Chinese homework out of the quagmire of repeated drills, let it release students' personality and realize the educational goal of "let every student get the best development". Marxist philosophy holds that a man with all-round development refers to a man with "all-round and free development of body and mind", and that he has basic attributes such as initiative, autonomy, sociality and high creativity, among which subjectivity is the highest expression of human nature, creativity is the highest realm of subjectivity, and it is the fundamental feature and highest goal of a man with all-round development. The development and change of everything is the result of the interaction of internal and external factors, which are conditions, internal factors are the foundation, and external factors work through internal factors. It emphasizes people's cognitive initiative and thinks that initiative is a reflection of people's subjective initiative. In teaching, students are the main body of learning, which is the internal cause. Only by internalizing knowledge and establishing our own cognitive system can we find that active quality education is an all-round and harmonious development education, and its fundamental purpose is to face all students, improve their basic quality in an all-round way, focus on developing the potential of the educated, and promote the lively development of the educated in moral, intellectual, physical and aesthetic education. Chinese in primary schools is an important basic subject, which is not only instrumental, but also highly humanistic. Learning this subject well is of great significance for students to learn other subjects, gain more knowledge, implement the educational policy, promote the all-round development of students' quality, bring up a new generation of people needed by modern society and improve the national quality. Since "reducing the burden", many schools and teachers have made useful attempts and improvements in homework, such as "open homework", "subjective homework" and "developmental homework", and have gained a lot of valuable experience in enriching homework forms and stimulating students' interest in homework. Many teachers take homework reform as a breakthrough, respect students' personality, pay attention to students' personality development, make homework not a burden on students, and truly achieve the goal of reducing burdens and increasing efficiency. They have made a useful attempt to cultivate students' innovative consciousness. That is, "pay attention to students' interests and homework diversification", "encourage students to innovate and pay attention to homework stratification" and "expand students' thinking and pay attention to the combination of homework in and out of class". All these are helpful to the implementation of this topic. Homework can not only help students to consolidate their Chinese knowledge and enhance their life experience, but also play an effective role in improving their comprehensive ability. Therefore, we should pursue multiple goals of homework, not only considering the integration of learning goals, but also considering the integration of three-dimensional goals of "knowledge and ability", "process and method" and "emotion, attitude and values", so as to change the repetition and boring imitation of homework machinery in the past, lead students' homework to a broader scope, and then let students live more knowledge. Teachers should be good at discovering students' interests and grasping students' learning interests, so as to guide students to learn Chinese. Similarly, when designing homework, we should also stimulate students' interest, so that the content of homework should be fresh and interesting, and the form should highlight diversity. Chinese homework is not only the consolidation of basic Chinese knowledge, but also the integration of three-dimensional goals, interdisciplinary integration and learning methods. Homework should be related to the content of the textbook and combined with students' life and social activities. In homework design, we should pay attention to the development of students' ability and interest, diversify as much as possible, attract students to the maximum extent, and stimulate students' interest and creativity in learning. In homework design, we should start from the psychological characteristics of students' lively pursuit of fun, especially the low-level homework design, which should be interesting. If homework is always mechanically repetitive and monotonous, it will not stimulate students' thirst for knowledge and is not conducive to the development of students' thinking. Therefore, when designing homework, teachers should pay attention to interesting content and activity forms, so that students will have an appetite and be eager to try when they look at homework. There are individual differences among students, so it is natural to accept the same knowledge quickly and slowly. In addition, their hobbies are different, some like acting, some like writing and some like doing experiments. Therefore, when designing homework, teachers should consider the actual situation of each student and design different homework. Several kinds of homework can be designed behind a big topic, so that students can choose to do it according to the situation, so that students of different levels can improve in different degrees. Knowledge is gained from practice, and ability is improved from practice. Teachers should pay attention to practicality in their homework, so that students can get direct experience in practice, and students can apply the knowledge and experience they have learned to practice and improve themselves in practice. Teachers should be based on textbooks, be good at using creative factors in textbooks to arrange homework, encourage students to explore and discover in multiple ways, angles and levels, allow students to complete homework in combination with other disciplines, reflect the integration of disciplines and improve students' comprehensive ability. When training students, traditional homework often ignores thinking training, treating living students as machines, and homework is a single operation of machinery. In order to change this situation, we should base our homework on textbooks, give consideration to the classroom and society, and make full use of extracurricular Chinese materials to cultivate students' Chinese ability. The content of homework can be related to textbook content, students' life and social activities. Formally, students are allowed to choose freely according to their hobbies, specialties and needs of expression. I believe that our educators will spend some time on students' homework and really think about our students, and our education will certainly make greater progress.