The Research On The Negotiatory Homework Of Elementary Schools

Homework has close relation with activities of elementary Schools. Homework not only is one of the steps of teaching, but also is significant approach that cultivating good study habit and improving personality of students. The tendency of "emphasizing teaching and despising study" exists in the field of educational research, and there is a lack of literature about "theory of homework" is one of the problems. Nowadays, it is teachers that often dispose, amend, comment and appraise homework. What the task of students is just doing homework. Though this kind of homework has some advantages, such as it is propitious to teachers arranging and managing homework, the lead of teachers bring into play, as well as students comprehending basic knowledge and skills. At the same time, this kind of homework has its shortcomings: teacher monopolizing homework, keys of homework are unitary, emphasizing teaching solely, imbalance between responsibility and right in homework, and so on. Therefore, it is necessary for us to analyze advantages and disadvantages of current form of homework, to research negotiatory homework and put it into practice, which will make for significant position of student and develop synthetical qualities of student. It is one of the important issues in our times.The whole thesis consists of seven parts:Part one is introduction: It generally introduces the reason and significance of this thesis, as well as the research history on the theory of homework and negotiatory homework, illustrates the thesis's framework, method, the emphases and difficulties.Part two is the summarization of the negotiatory homework of elementary schools. Base on the meaning of homework and negotiation, we set forth the meaning of the negotiatory homework of elementary schools, which is the extension of activities in classroom, and the task that students must accomplish. Negotiatory homework ask for negotiation between teachers and students about desire and needs, as well as agreement of aim, ways, content, amendment, comment and appraisement of homework. Students' and teachers' ability is cultivating and improving in this course. Then, this part analyzes various factors of negotiatory homework.Part three is theoretic base of negotiatory homework of elementary schools. It includes theory of intercourse as philosophic base, theory of negotiation and democracy as sociological base, and theory of subjective instruction as pedagogic base.Part four is reflection about current homework. This part analyzes advantages, shortcomings and their causes of current homework, which is the disproof of the importance of negotiatory homework of elementary schools.Part five is function of negotiatory homework of elementary schools. Analyzing the necessity of magnification of homework function, we open out the virtue of negotiatory homework. Teachers and students construct negotiatory relationship during the interlocution and negotiation, the teachers' holding homework power changes into sharing by teachers and students, and the students' homework power is thanks of students' main subjective consciousness, which is thanks to leave the creativity and initiative for the students.Part six is implementary strategies of negotiatory homework of elementary schools. We set forth implementary strategies that including ideal ones and active ones on the base of implementary principles. On the one hand, recognizing and reconstructing concepts of teacher and student, relation between teachers and students. On the other hand, we illustrate detailed implementary strategies in the angles of disposition, amendment, comment and appraisement of negotiatory homework.Part seven is an epilogue, which summarizes the achievement and the deficiency of thesis, at the same time, points out the study direction in the future.