Keywords: primary school; English; Hierarchical teaching; Work layout; tactics
Assigning homework is not only a way for teachers to test the effect of classroom learning, but also a way to extend classroom knowledge. Through hierarchical teaching assignments, from the aspects of unit teaching objectives, students' age characteristics, students' ability differences, homework evaluation and so on. It can consolidate what students have learned in class and cultivate students' good study habits, which is a rare and necessary teaching method in teaching.
[If! supportLists] 1。 ? English practice in primary schools
1. 1 English teachers lack the consciousness of hierarchical teaching.
The educational concept of teaching students in accordance with their aptitude existed as early as 3000 years ago, but until today, some teachers still use traditional English teaching methods without combining the development characteristics of students to teach English. In actual teaching, teachers use full-time teaching methods, not realizing that students' learning ability is different, and everyone's English learning foundation is different. It is difficult to use uniform standards when assigning homework. In the face of quality education, this teaching mode should also be changed.
1.2 It is unreasonable to use hierarchical teaching.
In the process of using hierarchical teaching, some teachers rely too much on hierarchical form and simply group or classify students, ignoring the guiding role of teachers in hierarchical teaching, so that students can't learn useful English knowledge at all after a class. Moreover, the formal stratification is very monotonous, which can not effectively teach students English. 2. Practice the idea of cascade arrangement
With the increase of grade, the difficulty of learning English in primary schools is also increasing. In class, students will learn more and more English knowledge. In order to consolidate the English knowledge learned in class, students' English homework will also increase greatly. However, in a class, each student's learning effect is different, and his mastery of English knowledge is also different, which easily leads to different levels of students' English learning achievements. But if the homework is the same, it is difficult to see the real learning effect of students. Therefore, it is very important to practice the idea of cascade arrangement [2].
In primary school English teaching, English teachers should abandon the original overall thinking as much as possible, but make reasonable stratification according to students' classroom performance and English test scores, and adopt scientific stratification methods to give students at each level a position, which is divided into three levels: A, B and C3. A-level students have a strong interest in English, positive classroom performance and good English learning results. B-level students are generally interested in learning English, but their classroom performance is not as good as that of A-level students, and their English scores are above average. The students in C-level are the underachievers in daily life. The idea of cascade arrangement of after-school homework practice is to arrange homework in a directional and purposeful way according to this hierarchical situation, taking into account the real English learning needs of students at all levels, and through hierarchical setting of teaching content, learning situation analysis, teaching objectives and design intentions. Students in layer A have strong learning initiative, which will increase the difficulty of their daily homework; B-level students need motivation, and the difficulty of homework is moderate; C-level students need to help them lay a good foundation for English learning and cultivate their English learning ability.
For example, when assigning homework after class, students at each level are divided into small teachers, small assistants and team members, and the small teachers lead the peer groups in the group to cooperate to complete the hierarchical tasks. C-level students have poor learning foundation, so they can be arranged to do some simple homework, mainly to lay a good foundation for students and prepare for in-depth study. When the homework of A-level students is completed, the gap should be narrowed appropriately. The students in the B-level are quite satisfactory in their studies, so it is necessary to deepen the learning difficulties appropriately, mainly to consolidate the foundation. Only the last question on the usual exercise paper is set up with a question that needs brains to solve, so that students who are interested or have the spare capacity for learning can choose freely. A-level students need to expand their study, and they can do or not do the basic knowledge. The key point is to expand the final choice questions and develop their English ability. Although students at each level have different learning priorities, with the participation of teachers, teaching assistants and team members, they have given full play to the exemplary role of eugenics. Then, once a month, the English star is evaluated, and the "super star, great star and mini star" are selected through the competition among teachers, teaching assistants and team members, so that each student can gain something in hierarchical teaching.
Through the reform and implementation of hierarchical teaching, we should respect students' differences, design hierarchical homework, so that students at the middle and lower levels can lay a solid foundation, students at the upstream level can get better development, make full use of the setting of hierarchical homework, improve students' comprehensive quality in a down-to-earth manner, let more children dare to express and try, and let every child experience the joy of success [3]. 3. Analysis of the effect of stepped internship arrangement
For example, after the fifth-grade students have finished Unit 2 "My Favorite Season", the teacher can design layered and phased homework for the students according to the actual situation of students in groups A, B and C3. Because each student's English foundation is different, the students in Group A, Group B and Group C3 are divided into grade homework (A), grade homework (B) and grade homework (C) according to the degree from easy to difficult.
Then, teachers need to guide students to review the relevant knowledge about the four seasons, months and festivals they have learned in class through this hierarchical homework. In order to ensure the effectiveness of grading homework, students who choose grading homework (c) can basically write words and phrases about the four seasons correctly; Students who choose hierarchical homework (b) can basically describe their favorite seasons in words under the "scaffolding" of functional sentences. Students who choose graded homework (a) can show the relationship between different levels of topics such as season, month, weather, clothes, scenery, holidays and activities in a divergent way.
Finally, students of all levels can be selected and evaluated once a month to select 1 "super star, great star and mini star" and ask students to write the reasons for choosing this kind of homework. This hierarchical homework can basically meet the needs of students, conform to their learning situation, and improve their enthusiasm for completing homework.
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? English is a language, and English learning in primary school lays the foundation for future study. Students have some difficulties in learning knowledge and acquiring skills, but with the increase of learning difficulty, the learning effect of students will gradually be different. The arrangement of hierarchical teaching homework in primary school English after class depends on the guidance of teachers, who guide and encourage students reasonably and systematically according to their age characteristics. After reasonable stratification, students' learning enthusiasm can be fully mobilized through various ways and means, so that they can finish their homework and actively participate in it, thus promoting the improvement of English teaching quality.
References:
[1] weeks. Practical analysis of hierarchical English teaching mode in primary schools from the perspective of wisdom education [J]. Science Public (Science Education), 2020(03):55.
[2] Zhang Defeng. Hierarchical analysis of English homework assignment in rural primary schools under the environment of "burden reduction order" [J]. Wisdom, 2020(02):63.
[3] Xu Lingling. Let English teaching "be loved by everyone" —— On the implementation strategy of hierarchical English teaching in primary schools under the new curriculum reform [J]. Education survey, 2019,8 (25): 35-38.