In actual teaching, students’ homework is full of various complicated, difficult and biased test-taking exercises, which increases students’ learning burden. In order to make homework more effective, teachers must make it clear that Chinese homework is a useful supplement and extension of the Chinese classroom and the cradle of cultivating students' creativity and innovative spirit. Students must not be tied to rote memorization. They must update their concepts and pay attention to guidance.
1. The homework design should reflect the interest and make students enjoy doing Chinese homework.
For a long time, the function of homework has been positioned at "consolidating knowledge" and "strengthening skills", which directly led to the misunderstanding of mechanical repetition, monotony and closedness. When assigning homework, teachers always want to be greedy for more, for fear of omitting something. They think that the more students do, the better they will remember it, and the higher their ability will be in the future. In fact, the level of ability has little to do with mechanical memory and writing. Primary school Chinese language should cultivate students' multi-faceted abilities in listening, speaking, reading and writing. That kind of mechanical writing homework can no longer meet the requirements of quality education. Some students often fail to complete their homework. In fact, it is the monotonous writing assignments that make them lose interest in the homework. In order to change this situation, I designed the assignments in various forms according to the characteristics of the teaching content and teaching objectives, striving to make the assignments rich in content without losing creativity, so that students can comprehensively train their listening, speaking, reading and writing abilities through doing assignments. Different types of assignments can be designed according to students' personality characteristics and cognitive levels, such as drawing, singing, acting, doing, talking and other highly practical assignments.
2. Give full play to students’ initiative, and the homework should reflect the level of hierarchy.
1. Stratification of workload.
The increase or decrease in the amount of homework is based on the development levels of different students and their development requirements. If the content is simple and easy to master, there should be less or no homework. Do not assign simple and repetitive mechanical assignments repeatedly. This will greatly dampen students' interest in writing homework. For students with strong learning ability, serious attitude, and quick mastery of knowledge, homework can be left out to reduce the burden on these students, allowing students who have room for learning to develop other hobbies, and giving them more free time and space for development. For students with weak learning ability, not serious attitude, and weak grasp of knowledge, the amount of homework can be appropriately increased. In this way, all students can develop fully.
2. Stratification of homework difficulty.
The difficulty of the homework should be slightly higher than the students' original knowledge level, follow the principle of progression from easy to difficult, and give students a range of choices. Those with strong abilities can choose to do the more difficult ones, and those with slightly weaker abilities can choose the easier ones. Due to the strong competitiveness of primary school students, some students will advance despite the difficulties, and some students will jump ahead of the existing knowledge level and try to "pick the fruit from the tree." This requires teachers to fully understand each student and design assignments based on the zone of proximal development of different types of students. The assignments must be layered, gradient, and difficult. For assignments such as reading notes, lower grades should focus on excerpts, middle grades should focus on summarizing, and upper grades should focus on talking about feelings. Because there are individual differences among students, learning the same knowledge will achieve different results. If the design of homework does not take the differences of students into account, the result will often be that students with strong abilities "can't eat enough" while students with weak abilities "can't eat enough", and the development of Chinese language skills will be restricted. In the design of homework, I abandoned the compulsory and commanding homework arrangement method in the past, took into account the differences between students, designed multi-level homework, fully leaving space for students to make independent choices, and allowing outstanding students to pursue knowledge. Desires are satisfied, allowing students with weak learning abilities to bear it, and giving full play to students' initiative in learning Chinese.
3. The assignment design should reflect diversity.
Traditional homework reading and writing training requires a large amount of work and is boring in form, which can easily make students feel bored, has low efficiency, and cannot fully develop students' various abilities. However, students' real life is rich and colorful. Teachers must be able to seize opportunities in students' activities and design flexible and diverse assignments. Under the guidance of rich and colorful homework, students will definitely become interested in doing homework, and their enthusiasm for learning will also be greatly improved.
1. Speech and communication assignments.
It can be a textbook play, such as after studying the text "Three Visits to the Thatched Cottage", let students rehearse the textbook play according to the text content, which can deepen and consolidate their understanding; you can also design some debate questions for students to pass the debate Express your own opinions. This kind of homework can let students burst out the spark of inspiration, and at the same time, it can also exercise students' thinking and expression skills; it can allow students to put the ideas in the oral communication class into practice in life and learn to interact with others. , exercise the ability of oral communication and dealing with others. This type of homework truly integrates book knowledge into life, allowing students to test and think about knowledge in daily life, achieving the purpose of learning and applying in real life. It can be seen from this that learning is living and living is learning.
2. Reading and writing accumulation homework.
Language learning is inseparable from necessary accumulation, and this type of homework is also the focus of developing Chinese ability.
This type of homework can include excerpting good words and sentences, writing reflections after reading, and comparing and creating highlight clips to improve language and writing skills; it can also be some "information collection" homework, which can be used for radio, television, and newspapers. Collect the content and communicate regularly. Through a follow-up investigation of the content of students' excerpts, it was found that through excerpts and other assignments, it was unconsciously induced that fairy tales and stories are no longer the main aspects of students' reading, and poetry and prose have entered the reading field of many students. The main function of this type of homework is not only to enrich knowledge, broaden horizons, accumulate language materials, develop students' reading interests, but also broaden students' reading scope, improve students' appreciation level, and prepare them for better writing. Foreshadowing.
3. Fantasy assignments.
Imagination is the source of creation, and Chinese homework can also cultivate students' abilities in this area. Teachers can ask students to observe more about life, pay more attention to those areas where they think there are deficiencies, and try to propose ways to improve them. For example, after learning the lesson "Honesty and Trust", students can be asked to talk about their understanding of the sentence "Honesty and trust are more important than money".