A Study On The Current Status Of English Homework Design And Implementation In The Upper Grades Of Primary School

Since the new curriculum reform,teachers have mostly focused their time and energy on classroom teaching and lacked attention to the design and implementation of English homework.In addition,there are few works dedicated to the design of English homework,and most scholars’ researches are conducted from the perspective of personal experience,lacking systematic theoretical support.Therefore,in this context,it is very meaningful to study the current situation of English homework design and implementation in upper elementary school,and then to propose corresponding solutions according to the existing problems.This paper uses literature analysis,questionnaire survey,interview and case study analysis to investigate the design and implementation of English homework for upper elementary school students from the perspective of students,teachers and schools to understand the current design and implementation of English homework in upper elementary school,respectively,in terms of the amount and duration of homework,the difficulty of homework,the type of homework,the characteristics of homework,the evaluation of homework and the Through the analysis of the data,the author found some problems in the design and implementation of English homework in the upper elementary grades.The problems mainly include the large amount of English homework and unreasonable time allocation,the difficulty of homework,the single type of homework,the low interest,weak hierarchy and little connection in homework design,the unreasonable evaluation of homework,and the lack of students’ intrinsic motivation for homework.These problems are mainly found in three aspects: teachers,students,and schools: at the teacher level,first,teachers have an outdated concept of homework;second,teachers’ time and energy are limited;third,teachers’ motivation is limited.From the teachers’ level,one is the teachers’ outdated homework concept;the other is the teachers’ limited time and energy;the third is the teachers’ insufficient homework design ability;from the students’ level,it is mainly the students’ bias in homework awareness and lack of interest in homework;from the schools’ level,one is the schools’ lack of attention to the teachers’ professional development;the second is the formalization of homework inspection.In order to better play the nurturing function of English homework in upper elementary school,this study proposes effective solution strategies for the design and implementation of English homework in upper elementary school.First,at the teacher level,teachers can improve the quality of English homework design;provide a variety of selective and hierarchical homework designs;enrich homework types and increase diversity;change teachers’ traditional homework concepts;enrich the evaluation subjects of homework;adopt encouraging homework rubrics;and stimulate students’ intrinsic homework motivation.Second,at the student level,students should change their casual homework attitudes;cultivate good homework habits.Finally,at the school level,to strengthen homework training and management in schools;to clarify the requirements of homework and to improve the supervision mechanism.Finally,through this study,the author hopes to provide a reference for the current situation of designing and implementing English homework for students in the upper elementary grades,and to make full use of the school’s advantageous resources to improve the quality of English homework in the upper elementary grades,reduce students’ learning burden,and improve their overall literacy.