Reasonably designing Chinese homework to stimulate students' interest in learning
Mainai Primary School: Liu Guiqiong
Homework design is a basic link in teaching and an important carrier for implementing quality education and curriculum reform. Reasonable homework design is an important way for students to acquire knowledge, consolidate knowledge, improve their ability and quality, and form good attitudes, emotions and values. It is also the main means for teachers to test classroom teaching effect and improve classroom teaching strategies, and the basic basis for teachers to adjust teaching methods. It can give full play to the important role of primary school Chinese in teaching and improve the quality of primary school Chinese teaching. Let every student gain something and enjoy the happiness of success.
Keywords: primary school Chinese reasonable design homework design strategy
Homework design is a basic link in teaching work, and it is also an important carrier for implementing quality education and curriculum reform. Reasonable homework design is an important way for students to acquire knowledge, consolidate knowledge, improve their ability and quality, and form good attitudes, emotions and values. It is also the main means for teachers to test classroom teaching effect and improve classroom teaching strategies, and the basic basis for teachers to adjust teaching methods. It can give full play to the important role of primary school Chinese in teaching and improve the quality of primary school Chinese teaching. Let every student gain something and enjoy the happiness of success. Through homework, it is helpful to consolidate and digest what you have learned, master skills and improve students' comprehensive quality. Therefore, it is a necessary basic skill for teachers to design homework reasonably and feedback teaching information concretely and truly. How should I arrange my homework reasonably? I think teachers should follow the teaching principles of "teaching students in accordance with their aptitude" and "step by step" when assigning homework. In other words, after completing the teaching content in a unit time, teachers should combine the actual level of students and arrange homework at different levels, so that every student can gain something and enjoy the happiness of success. For example, when arranging homework, after uniformly arranging some homework that must be completed, you can also arrange some flexible homework according to individual differences. For those underachievers, they can be allowed to read less extracurricular books, as long as they read the text thoroughly. Capable students will be assigned an hour of extracurricular reading every day, and top students can also do some independent homework. This will enable students to gain the initiative in learning. Based on the above thinking, this paper puts forward the methods of reasonably designing Chinese homework in primary schools from the following aspects.
First, from unified management to selective management.
Students' homework is often completed under the task-driven, with negative attitude and coping behavior, which often fails to achieve the expected results. Therefore, when assigning homework, teachers should consider the differences of students' intelligence, interests and skills, and create more opportunities for students to choose independently.
1. Arrange grading operation,
There are innate differences in learning ability, and there is no difference in students' homework. It is inevitable that some students will not have enough to eat and some students will not be able to eat. In this way, students
The development of Chinese ability will be curbed. It is not conducive to teaching students in accordance with their aptitude, inhibits students' initiative and enthusiasm, and cannot solve the contradiction between the universality of education and the individual differences of students. "Stratification" means recognizing differences and teaching students in accordance with their aptitude, that is, consciously setting different levels of homework for students according to their intelligence level, psychological quality, learning foundation and cognitive differences, so that students have the right to choose. Let students do basic homework first, and then do developmental homework. Students can step by step according to their actual situation. Students with weak ability can choose from the lower-level homework, master the "double basics", and then try it layer by layer. Students with better ability can directly choose a higher level. This not only allows students with average ability to get full practice, but also allows students with spare capacity to get free development space. In this way, all students can see their learning progress at any time and experience the happiness of success, thus mobilizing the enthusiasm and initiative of students' homework. Therefore, the requirements for students at different levels should be emphasized. For example, writing observation diaries in middle schools requires different requirements for good students and poor students. Good students should not only observe carefully, describe concretely, but also express some affection. For middle school students, they need careful observation, clear organization and specific description. It is required to observe the poor students carefully, grasp the main characteristics in an orderly way, and write a paragraph casually. However, the innate differences in learning ability are not static. Under good environment and education conditions, this difference can also be changed through efforts. This requires our teachers to adopt scientific methods, design homework at different levels, fully mobilize each student's learning enthusiasm, and make students gradually improve on the original basis. 2. Arrange students' optional homework
Optional homework refers to the homework that students like to do and think they have the ability to complete, just like going to the supermarket. This kind of homework allows each student to have their own learning and development space and the right to choose independently, and has the opportunity to play their own strengths and enjoy the "happiness of the homework master", which greatly promotes the students' initiative in learning. For example, after learning fables and fairy tales, students can choose their own fables and fairy tales to read and appreciate according to their own quantity and content, and then hold reading reports and regular evaluations. This kind of homework is flexible and can take care of students at different levels. Students can choose their own types, or they can freely match them, so as to teach students in accordance with their aptitude. Under good environment and education conditions, this difference can also be changed through efforts. This requires our teachers to adopt scientific methods, design homework at different levels, fully mobilize each student's learning enthusiasm, and make students gradually improve on the original basis.
Second, from single operation to comprehensive operation.
The current textbooks dilute the knowledge system, strengthen the harmonious development of factors such as ability, method and emotion, and strengthen the integration of disciplines. After-class exercises are closer to students' lives.
Show humanistic color. However, due to the limited capacity of textbook compilation, it can not meet the homework needs of students at all levels. Therefore, teachers should not stick to textbooks, but creatively assign homework to realize the transformation from single homework to comprehensive homework.
1, the combination of homework and learning resources in and out of class
Open Chinese homework content resources should blur the boundaries between in-class and out-of-school. Books, movies and internet resources can all be used as homework resources. Homework can be used as an extension of students' study before class, so that students can learn more; It can also be used as classroom training to make students learn more solidly; It can also be used as an extension of students' after-school study, so that students can learn more deeply.
(1) Extended homework before class
This kind of homework requires students to find and read relevant materials in combination with the content of the article before learning the text. You can search online, consult reference books and learn from people around you. Teachers should recommend relevant websites and titles to students. After a long time, students can find all kinds of information, such as understanding the author's life, thoughts and works, reading some of the author's works and sorting them into "extracted" notes.
(2) Consolidate the classroom work
Well-designed classroom consolidation homework can play a role in mastering what you have learned in time and achieving classroom teaching goals. For example, small pen practice is the most effective carrier of "reading and writing" and a good form of consolidating homework. In teaching, we can take textbooks as model essays, make full use of the unique form of lower case exercises, strengthen training, and "lay the foundation" for improving students' comprehensive Chinese literacy. For example, teachers should not only lead students to chew English repeatedly, but also skillfully grasp the "practice point" of this language learning, so that students can take root in the text, imagine outside the book and practice writing in a down-to-earth manner. This not only helps students to deepen their understanding of the text content, but also solves the problem of "cooking without rice" when students practice writing, and more importantly, develops students' creative thinking.
(3) Extended homework after class
Learning the text and understanding the relevant content does not mean the end of the study. Reading relevant materials extensively and doing some exploration and writing exercises are still one of the contents of Chinese homework. After learning the Land of Young Runners, let the students read Lu Xun's Hometown, and get to know Mr. Lu Xun better, so as to know why this text and hometown have different themes. There are two descriptions of the appearance of Runtu in this paper, which depict the lovely image of Runtu. After class, students can imitate the text to describe the teacher or classmates. In order to make students more interested, students can also be asked not to write their names, but only their characteristics. When commenting collectively, let the whole.
Class one, guess who it is. This kind of homework not only greatly expands students' knowledge, mobilizes students' enthusiasm for learning, sublimates students' understanding of the text content, but also provides students with an effective learning method and adds infinite charm to teaching.
2. The organic integration of Chinese homework and other subjects is a network. Chinese in primary school is an important basic subject in compulsory education stage, which is not only instrumental, but also humanistic, and is the basis and prerequisite for learning other subjects well. Moreover, the textbook itself is widely involved in many disciplines, such as ideology and morality, nature, society, history, geography, labor and so on, and is inextricably linked with other disciplines. The organic infiltration of Chinese homework in primary schools into other subjects is conducive to cultivating students' ideological sentiments, broadening their knowledge horizons, cultivating their knowledge transfer ability and improving their comprehensive quality. Real life is colorful. Teachers should be good at grasping opportunities in student activities and designing flexible and diverse homework content. The new homework design should be writable, readable, viewable, operable and playable, increase the purpose of each activity, give full play to students' initiative and creativity, and combine listening, speaking, reading, writing with acting, singing, drawing and doing, so that students can use their hands, brains and words, which conforms to their characteristics of strong curiosity, love to move and thinking in images, and make Chinese skills dominant. (1) observation type, such as raising tadpoles to grow garlic seedlings and observing their development. Observe the four seasons of nature and write observation records. (2) Interest, such as setting up fairy tales and story groups to collect reports and fairy tales. Reading and speaking groups often communicate. "Speak for three minutes" and other forms. (3) Competitive, such as poetry competition, speed reading meeting, Chinese intelligence prize-winning entertainment meeting, idioms solitaire, etc. (4) Games, such as riddles, game compositions, couplets, etc. For example, after learning ancient poems, write a poem by imitating the original, instead of pursuing the rhyme and symmetry of the poem, let students think freely and be a little poet; After learning the Three Gorges of the Yangtze River, I created illustrations of the text according to the content of the text, which turned the words into pictures and made the students learn more vividly and realistically. I learned Color Pool, recorded my favorite clips, and held a recording recitation contest in my class. Other students adapted the text "Tian Ji Horse Racing" and performed sketches together. In addition, festivals such as Teachers' Day, Mid-Autumn Festival, National Day and New Year's Day can also be used to write a greeting message or a greeting card or a greeting letter to teachers, family members and classmates. This kind of Chinese homework is vivid, lively and interesting. Everyone has something to say and write. They can find their favorite content according to their own interests and participate in Chinese homework in their favorite way.
Third, change from independent operation to cooperative operation
Cooperation is the mainstream of today's social development and the necessary quality for students to adapt to the future society. The outline of the new curriculum reform has clearly pointed out that students' cooperative spirit and ability is one of the important training goals. From the time and space of homework, the openness of the course and a lot of homework
You can't do it alone, you need the cooperation of your classmates and others. Therefore, teachers must consider the way students finish their homework, and the homework design should reflect cooperation and actively advocate cooperative learning, thus enhancing students' sense of cooperation.
1, cooperative inquiry practice homework
Teachers can first guide students to find and ask questions in life, practice in the form of group cooperation, explore ways and means to solve problems, and then guide students to work together, record their own exploration process, discuss and form conclusions. For example, a teacher can ask several students to keep a small animal or plant a potted flower and a tree together, observe the living habits of animals such as eating, activity and sleep, observe the growth process of plants germination, flowering and fruiting, and observe their different conditions in different weather and seasons; Find some relevant information and ask experts for breeding; It is also required to record the ups and downs, joys and sorrows in the feeding process, which can be written as diaries, pictures, even poems, fairy tales, riddles, ballads and so on. This is a long-term exploratory practical assignment of Chinese topics, and the assignments are presented in various ways. In the whole process of completing homework, students can write, read, watch, operate and play, and give full play to their initiative and creativity.
2. Cooperative investigation practice.
Suhomlinski said, "People have a deep-rooted need to be a researcher, and this need is particularly strong in children's spiritual world." Teachers should believe that students have the same independent research and practical ability as adults, encourage them to do some "research", observe and think with the consciousness and attitude of researchers, find and collect information, read and refine their own opinions, organize the study of Zhao Zhouqiao and other articles, and let students examine the similarities and differences between local bridges and Zhao Zhouqiao; Looking for information about modern overpass, Shanghai Yangpu Bridge and Yangtze River Bridge, can you try to design it yourself? And write a brief introduction for the bridge you designed. After completing the homework of "Zhao Zhouqiao", students can not only gain knowledge about ancient and modern bridges, but also accumulate through pictures and notes. If interested, they can even design a unique bridge in the world by themselves. Students who want to introduce their own bridges must take the trouble to write this brief introduction. In this way, the observation of objective things is linked with reading and expression, which promotes the development of students' reading and writing ability.
Fourth, from traditional homework to life homework.
Chinese is the most open and easy to connect with life. When designing homework, teachers should establish an open concept of Chinese teaching, make full use of students' extensive contact with social life and family life after class, and make full use of Chinese resources in real life, so that students can learn and use Chinese in their lives.