With the further deepening of the new curriculum reform, teachers and students adopt equal teaching methods in teaching, respect students' personality development, and strive to let each student show his best side in class. Of course, we have made great progress in continuous improvement and exploration, and students have also received a good education. However, we find that there will be a one-size-fits-all situation when teachers assign homework. In other words, the homework is for all students, not for individual students. At this time, some of our classmates will have "not enough to eat" and some will have "indigestion". What kind of homework will be more effective for students' development and how to get rid of this phenomenon has become an urgent problem for teachers.
The survey shows that "765,438+0% students are troubled by homework in the process of Chinese learning, and 36% students will not assign too much homework and write less compositions and diaries as their best hope for Chinese teachers." From the questionnaire, we can see that teachers simply and rigidly assign homework to students, which will make many students do useless work, thus causing students to have too much homework burden after class. Instead, burden is a relative concept. If students are full of interest in this course, no matter how much homework you assign, students will not feel tired. On the other hand, if students are not interested in this course, no matter how much homework you assign, students are still unwilling to do it. In view of this situation, I boldly reformed Chinese homework, constructed humanized extracurricular homework in form, content and quantity, and achieved good educational and teaching results.
Since the new curriculum reform, great changes have taken place in teachers' teaching and students' learning, and teachers' homework has also changed greatly compared with before. Under the effective interactive teaching classroom and evaluation, homework began to become unique, and students changed from passive acceptance of homework to their own innovative homework. As a guide, teachers have begun to enrich their homework. Under the concept of new curriculum reform, the homework assigned by students is no longer limited to the need to consolidate knowledge, and teachers make full use of it.
First, the status of primary school Chinese homework assignments
1, heavy workload
During the investigation, we found that students generally have the problem of reflecting the heavy workload of Chinese teachers. The students say this: We have finished our homework in class. After school, we will finish our study paradise. We will copy new words and expressions. There is a lot of homework. It seems that students don't say they don't want to do their homework, but they have a problem with the amount of homework assigned by the teacher. I have asked many teachers, and they all report that there is not much homework and it can be finished in about fifteen minutes. When it comes to copying words, the teacher thinks it is actually a good way to consolidate memory, especially for underachievers. However, it is inevitable that everyone's homework will increase.
2. Long operation time
On the questionnaire, I found that the average time spent on Chinese homework (not writing a composition or keeping a diary) is about 25 minutes. If you add the time spent on composition and diary, I believe this time will continue to be extended by 30 to 40 minutes. The reason why students hate writing compositions and diaries will soon become apparent. "Teacher, I really have a headache writing, and I am afraid that the teacher will arrange such homework." Some children sigh like this. It seems that we really need to reflect on our homework.
Why do we make children lose interest in composition and diary after losing confidence in doing homework?
3. Homework is boring.
Chinese, as a Chinese subject, has certain humanity and emotion. Chinese class is a generative class, so our Chinese homework should be generative, not boring. Language is used for communication, so Chinese homework should have the characteristics of communication. You can't limit your homework to words, words and sentences, and consolidate students' memory by copying. Of course, we are sure of the effect, but how can students feel the fun of Chinese learning in such a boring homework?
Second, personal thoughts on the assignment of Chinese homework in primary schools.
What homework should I design today and how should I explain the requirements of the homework to the students? Obviously, a responsible teacher will regard the design and arrangement of homework as a systematic plan, a subject worthy of study and exploration. In our daily teaching, it is still not difficult to find such homework designs: simple repeated copying, mechanical rote memorization, boring exercises, rigid knowledge imitation, or weird topics. Imagine, how can such homework design students finish it actively and happily? How can their thinking diverge?
Of course, the cultivation of ability has become a castle in the air. Some teachers don't even know what the fundamental meaning of this homework design is to cultivate students' ability, so they rush to the classroom in a panic to assign homework. The scream was drowned in the bell after class, and it was very small in the noise of students rushing home. So there was the next day, "Teacher, I don't know where my homework is?" "Teacher, I thought this was not homework, so I wrote the wrong homework!" And so on. Faced with all kinds of situations, as a primary school Chinese teacher, shouldn't we reflect on our sloppy behavior in homework design?
1, must I write my homework?
Our present Chinese homework has always been based on writing. Especially in the lower grades of primary school, although there are not many homework assigned by teachers (that is to say, teachers pay attention to the amount of homework assigned), students still have to spend a lot of time finishing their homework after returning home, consolidating their knowledge in the learning paradise and copying the tasks assigned by teachers.
In fact, in my opinion, it is more meaningful for students to learn knowledge than knowledge itself. Students today can't be the same as students a few years ago. They mature early and they are eager for knowledge. The knowledge of books cannot satisfy the knowledge of some students. Therefore, a lot of extracurricular reading is more important to them.
2. Does the teacher have to do his homework?
"Assigning homework is the teacher's business." I think more than one person thinks so. Is the teacher really in charge of homework? Students are the main body of composition learning and have the most say. In a homework survey in Grade Three, I found that students like open homework. What is an open task? I have consulted many students, and probably they just want to write less, and their extracurricular life is rich and colorful. Homework is no longer for teachers, but to achieve the expected results. Therefore, students should actively respond according to their own actual situation and under the guidance of teachers, and work out a reasonable assignment that really belongs to them and can improve their own quality.
3. How can teachers correct students' homework most effectively?
Every day, teachers find a thick stack of exercise books on their desks, which is a witness of their efforts. But must teachers review every assignment carefully in order to master the details for every student in the class? Actually, it's not. In the investigation, I found that students think that correcting each other's homework can deepen their memory. At the same time, it will be better for our teacher to do some auxiliary guidance on marking and find some corrections, such as how to evaluate and comment. I tried for a while. When a student reads homework to his classmates, he will be very attentive, thus consolidating his memory invisibly and cultivating the good habit of students' self-examination. It is the teacher's duty to correct students' homework, but it will be better if students are skillfully classified instead of making a unified plan.
The Design of Chinese Homework in Primary School 2 Abstract: Homework is an indispensable part of teaching and a natural extension and effective supplement of classroom teaching. As an important part of Chinese teaching, Chinese homework plays an important role in developing Chinese teaching and promoting the formation of students' Chinese literacy. For example, when teaching Seven Diamonds, we can let students talk about their horoscopes according to their own interests, and encourage them to learn how to write a text and write a beautiful fairy tale for their horoscopes. When we arrange for students to preview, there are three aspects: understanding the style of fairy tales, collecting relevant information about the author, and finding knowledge about Ursa major. So as to effectively reflect the various ways of independent cooperation and inquiry learning.
Keywords: homework; Effective; idea
China Library Classification Number: G622 Document Identification Number: Part A Number:1002-7661(2012) 09-191.
Homework is an indispensable part of teaching and a natural extension and effective supplement of classroom teaching. As an important part of Chinese teaching, Chinese homework plays an important role in developing Chinese teaching and promoting the formation of students' Chinese literacy. However, how to design Chinese homework scientifically and reasonably has always been a difficult problem for Chinese teachers. The author thinks that the design of Chinese homework should be done in the following aspects: strictly follow the characteristics of Chinese subject, effectively meet students' learning needs, closely combine the contents of teaching materials, and effectively reflect various ways of independent cooperation and inquiry learning.
First, strictly follow the characteristics of Chinese.
No matter how controversial the nature of Chinese subject is at present, none of us can deny that Chinese is a Chinese subject first. It is an important part of Chinese teaching to cultivate students' sense of language and carry out a series of speech activities. "Chinese Curriculum Standards" not only puts forward the characteristics of Chinese subject with the unity of instrumentality and humanism, but also clearly points out the main tasks of Chinese teaching: "Students are required to absorb the wisdom of national culture; Caring for contemporary cultural life, respecting multiculturalism and absorbing the nutrition of excellent human culture; While developing language ability, develop thinking ability, stimulate imagination and create potential; Actively carry out inquiry learning, we should learn and use Chinese in practice; Pay attention to emotional experience, have rich accumulation and form a good sense of language; Initially have the ability to collect and process information, acquire new knowledge, analyze and solve problems. " Therefore, the knowledge and ability, process and method, emotional attitude and values of Chinese teaching should be reflected in every link. Therefore, the design of homework should not only include the accumulation of knowledge such as language, articles, literature and culture, but also have the connotation of cultivating and improving students' good language ability, developed thinking ability, rich imagination, bold innovative consciousness and healthy and positive emotional values. Only in this way can homework design, as an important part of Chinese teaching, be truly effective and serve for effectively carrying out Chinese teaching and improving students' Chinese literacy. For example, in daily homework, we have the obligation to let students remember the sounds and meanings of common words correctly and recite literary classics such as Tang poetry and Song poetry in moderation. Knowledge accumulation is an important part of Chinese learning. At the same time, a series of speech activities closely related to classroom teaching are designed to help students consolidate their in-class learning and extend it to extracurricular activities, and then form a Chinese literacy that is conducive to lifelong development through homework training.
Second, according to students' learning needs.
People-oriented is the core concept of the new curriculum reform, and it is also the basic principle that we must abide by in daily teaching. Therefore, homework design must also stand on the students' point of view, take students' learning needs as the basis, take students' learning requirements as the starting point, and aim at helping students acquire and improve Chinese literacy. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." Spencer, a great British educator, also clearly put forward the concept of happy education, thinking that children learn in a happy state and the effect is the best.
In the specific homework design, we should avoid the single rigidity of homework, pay attention to rationality and interest, and the quantity should be appropriate and the difficulty should be moderate. For example, when teaching Seven Diamonds, we can ask students to talk about their horoscope according to their own interests, and encourage them to learn how to write a text and write a beautiful fairy tale for their horoscope. Many students can conceive a relatively complete story with clear plot and concise language, which can show clear themes, such as singing the true feelings of the world, good moral character and so on, and the effect is good.
In addition, when designing writing assignments, it should vary from time to time, from place to place, and from person to person, so as to avoid a simple one-size-fits-all approach. Because the basic requirement of the new curriculum reform for writing teaching is to accurately convey their feelings in fluent language, without real physical and mental participation, it is absolutely difficult for students to write articles with true feelings; All I can write is a bunch of platitudes and nonsense to deal with the teacher. Therefore, we can usually make students think with the help of some big and small events around us and design corresponding homework training in time. For example, Suzhou is a city that seldom snows, and the students are very curious. Therefore, some teachers are willing to stop their prepared classes, take students into the snow, feel the beauty and cleanliness of the snow, and then arrange them to write homework about snow, which will naturally follow suit and achieve excellent results. This is a good example of using students' interest points to design homework, which is worth learning and using for reference.
Third, effectively reflect the various ways of independent cooperation and inquiry learning.
The new curriculum advocates the learning method of independent cooperation and inquiry, so the design of homework should also work hard in this respect, effectively embodying various ways of independent cooperation and inquiry learning, so that students can carry out similar learning in the process of completing homework. In the Chinese homework we designed, except for a few cumulative topics, most of them should pay attention to inspiration, encourage students to think and answer individually, and highlight the process of students' individualized learning. At the same time, we should actively create conditions for them to cooperate with each other to complete some homework, encourage cooperative learning, have a positive influence among peers through the interaction between classmates, stimulate students' intelligence, promote mutual assistance and improvement in learning, and cultivate their sense of cooperation and collective spirit. In addition, it is necessary to combine the content of Chinese learning with the students' specific living environment, and set up an idea design assignment to enable students to carry out inquiry learning. In a word, the new learning style embodied in homework design pays attention to students' dominant position, which can lay a solid foundation for students to learn to learn and study for life.
From the students' rewriting, we can easily see that this kind of inquiry training not only helps students to grasp the text deeply, but also can interpret the article in a personalized way, which embodies the personality, and there is no lack of emotional enlightenment and wisdom.
To sum up, as long as we deeply understand the characteristics of Chinese subject, grasp the laws of subject teaching, adhere to the people-oriented teaching concept, adhere to the Chinese teaching concept of serving students' lifelong development, and resolutely implement the spirit of new curriculum reform, we will certainly be able to design Chinese homework that is beneficial to students' Chinese learning and even lifelong learning.