Practical countermeasures to make Chinese homework interesting;
1, homework design can be "joint venture"-cooperation.
The new curriculum advocates "independent inquiry and cooperative communication", which fully affirms that effective cooperative learning can stimulate students' potential. Cooperative learning in the classroom is limited, and teachers should actively create an extracurricular environment suitable for students to carry out cooperative learning. Therefore, although the main body of homework is individual students, it also advocates the cooperation between students and families. For example, before teaching the article "Letters from Fu Lei", when I arranged students' homework, I also arranged a task for parents: write some comments on the text after reading, and the number of words is not limited. I didn't expect some parents to feel it and write a lot. In the process of this article "Letter from Fu Lei", I read the comments from parents to students in time, and as a result, some children cried. Some shed tears because of emotion, some shed tears because of regret, and some shed tears because of shame. There was no preaching or grandiloquence in the whole activity, but I can feel that the seeds of love have been buried in the hearts of every student.
2. The difficulty of operation is stratified and itemized.
Grading the difficulty of homework is to assign students of different levels with different difficulties, so that students of different levels can finish their homework, so that temporary poor students can experience the fun of learning success and excellent students can "jump" to pick the fruits they need. For example, the whole class can finish the homework of previewing words, but it takes different levels to preview the text and write comments. Excellent students must write more than three places, and poor students only need to write one place.
Students all do the same amount of homework, lacking the pertinence of homework assignment. For an excellent student, on the basis of completing basic exercises, he does have the time and ability to do some expanding and exploratory topics. Those assignments may be a heavy burden for students who are slightly poor or slow to respond. So in practice, I also try to do some layering on my homework. If you are a good student, preview and write two sentences, and then write the harvest after learning the text.
① Basic exercises: focus on the exercises of basic knowledge and skills, such as the consolidation exercises of new words, words and recitation, which are mainly suitable for "students with learning difficulties" with poor foundation.
② Comprehensive exercises: emphasizing the understanding and simple application of knowledge, mainly suitable for middle school students.
(3) Innovative exercises: the questions are flexible and diverse, focusing on understanding, imagination and application, and are generally suitable for excellent students.
For example, after studying Wuling Spring, I designed the following homework:
Grade A: Recite and write Wuling Chun from memory.
(Optional) Class B: What kind of feelings did Wu Lingchun express? Feel it by reading aloud.
Grade C: Although Li Qingzhao is a representative poet of graceful and restrained ci school, her ci style is quite different from the previous period to the later period. Here, we will compare this article with her early work "Like a Dream, Always Remember the Sunset in Xiting" to see the differences and get to know this great poetess.
Ask students to choose one or two of the three assignments according to their different abilities. A level is a consolidation exercise aimed at accumulating language; Grade B is a writing exercise to help students further understand this poem; Grade C homework expects students to transfer their learning methods and improve their reading ability. The difficulty of these three assignments increases in turn to meet the learning needs of students at all levels.
3. Choose your own homework
When we assign homework, we can also divide students' homework into compulsory questions and multiple-choice questions. Homework must be oriented to all students, focusing on consolidating basic knowledge and meeting the basic requirements stipulated in the new curriculum standard; Problem homework is aimed at top students and some middle school students, focusing on cultivating their application, practical ability and innovation ability.
In the review, I let the students write their own review questions, communicate in groups and choose what they like to do; When writing a composition, students should have more choices in order to give full play to the role of the class, foster strengths and avoid weaknesses; Comprehensive study, find something you can do or are interested in to accumulate; To expand writing training, we must have one more question, so that students can choose freely.
4. Homework can be designed by itself "self-produced and sold"-self-created.
Homework has always been "assigned by the teacher and carried out by the students". Now, students can also "produce and sell", and they can write homework problems independently and creatively.
After a literature class, I often "ask" students to write me three or five questions (the types of questions are not limited), and then attach standard answers. I just need to choose one of them and make up an exercise paper. This kind of homework is mainly for top students. In the past, the improvement of top students was mostly achieved by increasing the number of questions, and top students could only passively accept them. Now they can learn to write papers like teachers. They will definitely study this group of texts again and again and actively improve the difficulty of homework. In fact, the process of compiling homework questions is the process of accumulating and upgrading existing knowledge.
5. Try to diversify business forms: "operating supermarkets"-selectivity.
If students practice in a single form for a long time, they will feel bored and lose interest in learning. Even specialized training to promote the free use of knowledge and skills should not be excessive. Therefore, teachers should change the situation and content of homework, change the expression function, and use oral narration and written homework to arouse students' enthusiasm in completing homework. Design colorful homework, such as preview, accumulation, perception, expression, annotation, etc.
Students can display their long-term homework in the form of "supermarket" according to their own specialties, interests, hobbies and family conditions. Students can choose one or more homework that they like and think they are capable of completing.
For example, after learning Tree, students' homework in the "homework supermarket" is:
Down-to-earth area: Reading presentation: Read the text to your parents or friends and ask them to grade you. Calligraphy display: There are many good words and sentences in the text. Copy down what you like and see who writes well.
Composition Show: Can you write a lyric article in the third person and introduce it to your classmates?
The "unconstrained style area" belongs to a special area, which urges students to fully develop their personality characteristics on the basis of all-round development.
6. Design open review homework after class to develop students' Chinese learning potential.
The end of a text teaching is not the end of seeking knowledge, but a new beginning. Because knowledge is infinite, it is limited to impart knowledge to students only in class. Teachers should guide students to make use of the learning methods learned in class to explore after class, dabble in a wider range of related fields and develop students' potential. Zankov pointed out: "Let students set their own goals and draw up action plans, which can generate strong motivation and overcome the difficulties they encounter on the road to completing the set tasks." Therefore, I also try to give students the autonomy of homework design after class. After assigning the homework that interests students, their interest and enthusiasm in completing the homework are greatly improved, and they really become the masters of learning. Only by letting students learn in activities and experience in practice can they truly become the initiative of learning and fully explore the potential of students.
Diversified homework design has a positive impact on the development of students' innovative thinking with its advantages of practicality and diversity. Perhaps these practices can't be "immediate", but they will certainly benefit students' learning and their own development for life.