In real teaching, a considerable number of teachers require students to complete the same homework within a certain period of time, expecting to achieve the same goal, ignoring students' personality differences. Therefore, the job design mainly has the following problems:
1. The exercise form is monotonous and the content is outdated. Mainly focusing on single choice and reading comprehension, it is impossible to check and train students' understanding and mastery of knowledge from many aspects, and they lack contact with real life or other disciplines. The exercises are basically purely objective questions, and the so-called English language use can only achieve the purpose of language use by completing dialogue or translation exercises, not learning English in a real language environment. Students can't get comprehensive training in listening, speaking, reading and writing, and they can't see the progress of English learning. This kind of homework exercise is extremely unfavorable to learning a language.
2, time, requires a one-size-fits-all approach. When most teachers assign homework, they often ask students to complete the same content in a certain period of time, expecting to achieve the same goal, ignoring the students' personality characteristics.
3. For gifted students, homework is not challenging. For students with learning difficulties, there are too many homework mistakes, which makes students tired of practicing, thus reducing their interest in learning.
Based on the above understanding, we believe that the research on hierarchical homework design in English teaching is highly targeted and necessary.
Second, the definition of the subject
Hierarchical design of English homework: According to students' English cognitive level, students' individual differences and the uniqueness of students' intelligent structure, teachers must consider the hierarchy of homework when designing homework to meet the needs of students at different levels, so that everyone can learn authentic English in different levels of homework practice, and everyone can acquire the necessary English communication skills, so that students at different levels can get different development in English learning.
Specifically, it can be understood as: using a variety of methods, ways and means, making full and reasonable use of various educational and teaching resources, designing and compiling exercises according to teaching objectives, and carrying out hierarchical training for students at all levels, so as to achieve the goal of hierarchical development of students at all levels.
Third, the design of research
The purpose of the study
(1) Through research, teachers can establish the consciousness of hierarchical design of homework, master the methods of hierarchical design of homework, and improve the level of teaching students in accordance with their aptitude.
(2) Through research, every student can practice appropriate exercises in English homework and gain something from the exercises, thus enhancing learning interest and improving learning efficiency.
(3) Through research, we can enrich the content and presentation of homework and develop students' multiple intelligences.
(B) the main content of the study
1. Conduct a stratified survey of students to understand their learning foundation and ability in all aspects.
(1) Practice stratification: At the beginning of the school year, teachers practice the whole class in groups according to their detailed understanding of students' learning situation, which is generally divided into three groups. That is, group A: the top 30% students with solid foundation, strong acceptance and excellent academic performance; Group B: students with average basic knowledge and intelligence, self-consciousness and self-motivation, average grades and average 50%; Group C: Students with poor foundation, poor intelligence, weak acceptance, low learning enthusiasm and poor grades, and the last 20%. Of course, teachers in all disciplines try to coordinate and unify their own groups, which is convenient for management and assessment.
(2) Dynamic adjustment: After a period of time, teachers will develop according to students' learning situation.
Change grouping adjustment. Students' independent choice and adjustment are combined with teachers' overall regulation. In this way, the group can be adjusted at any time according to the development and changes of students' learning conditions, which is conducive to the improvement of students' personal learning, so that every student can have pressure and motivation at any time and study easily and confidently in the group that suits him. Students can apply for group transfer by themselves, or teachers can come forward to transfer groups for individual students. Of course, teachers should have a grasp of the overall situation of each group every time, otherwise the group will lose their sense of competition and cooperation.
2. Research on the design of classroom exercises.
In-class exercises are designed according to students' different knowledge levels and different ability to answer questions.
Requirements. After each class, students should be assigned different degrees of homework. Group A students have strong acceptance and good foundation, and should pay attention to the comprehensive application of knowledge. When assigning homework, we should focus on the comprehensive questions of knowledge, explore the thinking questions intellectually, pay attention to broaden the knowledge and improve the problem-solving skills. For those simple basic questions, we can do less or not. Most students in group B are practical and willing to learn, but they are slow to respond and can understand in class. However, they have difficulty in using knowledge to solve problems after class and their comprehensive ability is poor. When assigning homework, we should pay attention to the basics, the mastery of basic knowledge and the training of basic skills, the examples, exercises and similar variants in textbooks, and some slightly complicated comprehensive questions. Of course, they must complete the required questions for each assignment. The students in group C have a poor foundation, and they will feel at a loss if they have a little difficulty. Quite a few of these students lack self-confidence and self-discipline. Therefore, for the students in Group C, we should first establish self-confidence and encourage more. When arranging homework, it is necessary to have a low starting point, low requirements and small slope. On the premise of understanding the basic concepts and mastering the necessary basic knowledge and skills, the focus is on the direct application of knowledge and basic exercises, as well as basic problems similar to those mentioned in the examples. For the students in group C, we should do more and practice repeatedly to achieve proficiency. Students in Group B and Group C can make a breakthrough from low level to high level with their own efforts and the help of teachers and parents. Encourage students to choose other groups of topics after completing their own prescribed topics, which can fully stimulate students' interest in learning at all levels, improve their enthusiasm and creativity in knowledge, and keep them willing to learn and think.
3. Research on extracurricular consolidation exercises.
Extracurricular consolidation exercises are optimized according to the needs of students at different levels. At present, after-class exercises in English textbooks of all grades are basic homework, and students must participate in the exercises, while supplementary exercises and unit tests can be completed at different levels as hierarchical homework. In this way, through the hierarchical setting of homework content, students can achieve the corresponding goal of consolidation and improvement in each homework exercise. Of course, teachers can organize exercises at different levels according to the content of homework, and can supplement students at different levels every day according to the situation. For example, in English practice homework, the basic group can be supplemented by a daily diary (English diary). Students also have the right to choose independently, that is, Group B can choose Group A's homework exercises, and Group C can also choose Group B's homework exercises. Let students gradually improve their homework quality and practice level without feeling the pressure of practice, which not only faces all students, but also respects their individual differences, so that students at different levels have developed accordingly.
research method
It mainly adopts action research method, supplemented by case analysis, literature research, questionnaire survey, experiment and experience summary.
(four) the cycle and steps of research
The project started in September 20XX and ended in May 20XX. The experimental period is eight months and is divided into three stages.
1. Stage 1: preparation stage (September 20XX-June 20xx165438+1October)
2. The second stage: the implementation stage (65438+February 20xx-March 20xx).
3. The third stage: summary stage (April 20XX-May 20xx)
Fourth, the implementation of the research.
(1) Preparatory stage
(September 20XX-June 20xx 65438+February) The main tasks are to publicize and mobilize, unify understanding, set up a research group, establish project files, investigate and analyze the classroom situation, study some problems existing in English hierarchical homework, understand the research situation of corresponding projects, and formulate experimental plans for project research:
1. Determine the research content, design the research scheme and conduct theoretical argumentation.
2, the main researchers and researchers, strengthen theoretical study.
3. Through questionnaires, personal interviews and other forms, to understand the working methods of students in three grades, teachers' teaching experience and innovative measures.
(2) Implementation stage
(20XX 1 month -20XX March)
In-depth investigation to understand students' knowledge, ability and hobbies. Aiming at students with different knowledge structure and learning ability, this paper tries to study hierarchical homework, obtain corresponding data, analyze the practical exploration of the effectiveness of hierarchical homework design, and constantly reflect, improve and perfect it:
1。 Design a questionnaire, discuss and analyze the present situation with teachers and students, and compare and analyze the disadvantages of traditional homework.
2。 Looking for "countermeasures", this paper studies the characteristics of English homework design under the new curriculum standard, and puts forward the strategy of "hierarchical design of English homework under the new curriculum standard" according to the values of the new curriculum.
3. Summarize the effective strategies, methods and experiences formed in the initial implementation stage.
4。 Students are divided into groups to study the hierarchical design of English homework in and out of class.
5。 Through comparison, understand how to stratify students and homework, and master the strategy of stratification.
(3) Summary stage
(April 20XX to May 20xx)
Analyze and summarize, sort out and analyze all kinds of materials, and write a summary paper or report on the study of English homework stratification.
1。 Collect, sort out and analyze the research data of this topic.
2。 Summarize the project and form a research report.
The main research methods of verbs (abbreviation of verb)
1. Strengthen teachers' theoretical study and training, change teaching concepts and unify their understanding.
2. Ensure that each student's homework is divided into two classes per week, and constantly supplement and improve the content and form of exercises, so that this activity is serialized, scientific and standardized.
3. Ensure the research and implementation of the project.
The main achievements in the study of intransitive verbs
(1) Main achievements:
1. The hierarchical design of homework can better meet the psychological needs and learning needs of students at all levels, effectively reduce the practice burden of students, better eliminate students' fear of learning difficulties, improve students' enthusiasm and creativity in learning, and lay a solid foundation for teaching at all stages, for students' growth and progress, and for comprehensively improving the level of education and teaching.
2. The hierarchical design of homework is based on the reality of students at all levels, with concrete, vivid and scientific design ideas and the principles of targeted training, flexibility training, holistic training and creative training, so that students can enjoy the happiness brought by success, enhance their self-confidence in learning, and promote them to learn to choose independently, reflect on themselves and explore constantly in their homework, thus summing up a set of practical and effective hierarchical practice skills for homework, which greatly improves the learning efficiency.
3. Teachers use the concept of new curriculum standards they have learned to guide students' hierarchical practice of homework design, and write the process, reflection and thesis of hierarchical design of homework by using the methods of questionnaire survey before and after hierarchical practice and comparison of scores before and after. This "theory-practice-theory" discussion mode has improved the comprehensive quality of teachers and the level of education and scientific research, and the school has formed a teaching and research atmosphere that is willing to explore and good at exploring, which has promoted the work process of comprehensively implementing quality education in our school.
(2) Main operating results:
Explore and summarize the principles of hierarchical design of junior high school English homework;
Principle of pertinence: based on the outline teaching materials, connect with the students' reality and highlight the key points. Flexibility principle: proceed from reality, teach students in accordance with their aptitude, and flexibly choose the practice form. Holistic principle: face all students and let all students participate.
Creative principle: cultivate students' creative thinking and innovative ability.
(3) Effect
Teachers' level: Through the practical research on the hierarchical design of English homework, the theoretical level and comprehensive quality of English teachers in our school have been continuously improved, greatly expanding the depth and breadth of the research. Among them, the main researchers and participants published many papers for exchange.