A Study On The Designing And Evaluation Of Primary School Students' Chinese Homework

For quite a long time, the traditional designing and evaluations of primary school students' Chinese homework pay attention to the objectivity of homework itself, lacking emotional, attitudinal and value interaction between teachers and students, and tend toward conventionalization and standardization, or even become a burden for both students and their parents, which is not beneficial for the students' future development.Homework under the new course standard is of brand new and abundant connotations. In it, homework is no longer a complete dependency on classroom teachings, but an important rebuilding and promotion of the meanings of courses and life, advocating an independent, cooperative and inquisitional way of learning. Therefore, with the new Chinese Course Standard as a guidance, it is necessary to investigate thoroughly and reflect seriously on the prevailing designing and evaluations of primary school students' Chinese homework to make them meet the requirements of the new standard, foster students' emotion, will and habit when they are doing their homework so as to acquire knowledge, master skills, develop logics and enhance their all-round development.With Howard Gardner's Theory of Multiple Intelligences and some post-modern ideas as well as new Chinese Course Standard as its academic basis, this paper establishes the student-centered idea, exploits on the designing principles, forms, future tendency and ways of multi-evaluations of primary school students' homework, expecting to promote the emotional interactions between teachers and students, inspire students with positive feelings, attitudes and values, ease off their burdens and promote their independence, consciousness of creation and practice to an all-round and harmonious development. In Introduction, the research background, the status quo home and abroad on this subject, theoretical basis and object of this paper are introduced. Chapter One analyzes existing problems in the designing and evaluations of primary school students' Chinese homework from two aspects: Chinese teaching and the present situation of homework; drawbacks in traditional Chinese homework. Chapter Two defines relevant concepts and summarizes relating problems. Chapter Three mainly discusses the designing of Chinese homework in primary schools. By a number of case studies, goal-setting, structure optimization, features highlighting, tendency grasping etc. are analyzed in detail. Chapter Four put forward a question concerning the evaluation of primary school students' Chinese homework, elaborating academically on the evaluation ideas, criteria, types, methods and so on. Case studies are also provided. In Conclusion, a summarization and reflection on research achievements, conclusion of discussions, existing problems, countermeasures and suggestions etc. are given. All in all, the core of the designing and evaluations of primary school students' Chinese homework can be summed up as: happy participation, active practice, self-renovation and promotion in humanities.