First, Chinese homework should fully reflect comprehensiveness.
The simple explanation of Chinese subject is "language" plus "writing", which is a synthesis of listening, speaking, reading and writing. In the final analysis, Chinese teaching reform is a series of innovations around improving students' listening, speaking, reading and writing abilities. Chinese is a basic subject first, and students can understand other subjects more deeply only if they have good basic skills in listening, speaking, reading and writing. At the same time, Chinese is a comprehensive subject. If students can have rich scientific and cultural knowledge, and use the knowledge of other subjects to further strengthen language cultivation, it will get twice the result with half the effort. Therefore, when we assign homework, we should have a "big Chinese view", consider making full use of the knowledge of other disciplines to serve Chinese learning, and consider how to fully mobilize students' sensory perception to think.
In the regular Chinese homework, reading the text with emotion and repeating the text are basically necessary forms of Chinese homework, which is very beneficial for students to review their knowledge and master the law of language use. However, if you just "draw the ground as a prison" and simply speak Chinese, the effect is often not good. If we jump out of the discipline standard, consider the comprehensiveness of homework, mobilize students' thinking modes such as association and synaesthesia, and perceive Chinese in other disciplines, the effect will be very good. For example, after learning the poem "Looking at Lushan Waterfall", in addition to requiring students to master basic Chinese knowledge, I also need to learn to draw a vivid picture for this poem, sing or compose a song praising Lushan Waterfall, so that students can enter the state and imagine boldly and creatively, and the effect is self-evident. This is the introduction of a variety of comprehensive ways, which not only helps to improve students' interest in homework, but also promotes students' all-round development.
Second, Chinese homework should be interesting.
Generally speaking, the purpose of homework is to complete the teaching task and let students master the necessary knowledge and ability. As long as this goal is achieved, students' acceptance of homework is the second consideration. Some teachers even think that homework is a task that students should complete whether they like it or not. Based on this starting point, the assignments designed by teachers often appear in front of students with dry and stiff "faces". In this way, students have a situation of coping with things, and it is difficult to finish homework tasks happily.
In fact, when designing homework, if we can implement happy education and enhance its interest, we will certainly arouse students' enthusiasm for doing homework and let them finish their homework more actively. For example, after learning the idioms memorized in the process of accumulation and application, I arranged for students to be idioms solitaire, see who picked up more, and evaluate the "idiom king". For another example, when learning some texts with strong stories and plots suitable for performance, in order to inspire students in the process of understanding the contents of the texts, I have arranged an assignment that requires students to combine freely, recognize their roles and perform text plays. The students completed their homework with great interest, learned cooperation and division of labor during the performance, deepened their understanding of the text content, and imperceptibly felt the joy of learning and success.
Thirdly, Chinese homework should arouse students' autonomy.
"People-oriented" is an important concept of modern education, and "teaching students in accordance with their aptitude" is the law of education. To embody the people-oriented concept in Chinese class and implement the principle of teaching students in accordance with their aptitude, we should follow the laws of education and students' growth, respect students' individuality, meet their normal and reasonable needs, and respect their individual differences. In fact, due to the differences of students' education, life experience and family background, the differences of students' ability, intelligence and personality exist objectively, and the ability to complete homework is also very different. Starting from cultivating students' Chinese ability and implementing the principle of "teaching students in accordance with their aptitude", Chinese homework should show strong flexibility on the basis of emphasizing the relative unity of progress and knowledge acceptance, so that students can give full play to their enthusiasm and subjective initiative and each student can complete it through hard work, which requires autonomy in homework.
Work independently, acknowledge and respect students' differences, and provide students with choices according to their abilities at different levels, so as to give full play to their initiative. For example, after studying in Battle of Red Cliffs, I assigned the following homework: 1. Tell a story and tell it to others; 2. Give a performance and freely combine and rehearse the copywriting drama; 3. Read, read the historical novel Romance of the Three Kingdoms. These different tasks are flexible, from easy to difficult. Students with ability can do the third question, students with average ability can do the second question, and students with difficulties can only do 1 question. In this way, students are given the initiative to finish their homework, and students really become the masters of learning, so that students at different levels have developed accordingly.
Fourth, Chinese homework should be practical.
Practice is the best teacher. For Chinese, practice is the most important way to improve students' language application ability. Our teachers should establish the concept of Chinese education, pay attention to the communication inside and outside the class, increase students' opportunities to practice Chinese and broaden students' learning channels. On the one hand, teachers should actively encourage students to consciously use what they have learned in their daily lives; On the other hand, to meet the needs of classroom teaching as much as possible, we should create extracurricular practical activities so that students can accept new knowledge in practice. For example, after I finished teaching seaside town, the students felt the beauty of the seaside town through reading, which inspired the students' love for their hometown. In order to cultivate students' observation and practical ability, students can be organized to visit local parks and streets, and students are required to make oral introduction according to the narrative method of summarizing first and then concrete. This enriches students' language and improves their oral expression and communication ability while cultivating their observation ability.