Research On None-Correcting Homework For Teachers In High School

It is consciousness and self-knowledge of students tutored by teachers that can be called effective education. However, nowadays there are many unreasonable factors that constrain student voluntary studying, which will lead to unsuccess of education. One of these factors is Teacher correcting homework, which is used to teachers and students.However, Teacher correcting homework have anxious results: The same homework to all students cannot fit to students with different types of abilities. Due to the limit of energy and time, teachers cannot offer suitable feedback to all students in the process of scoring homework. It seemed effective that teachers explain all errors of homework to students, which is waste of time for students who had understood in fact. As students lack of self-awareness and independence, teachers get half the result with twice the effort in the process of scoring homework.Our research shows that teachers waste lots of time so that cannot care and cultivate students in the process of correcting homework. Meanwhile, teacher blamed and complained inferior students because of their errors in homework.Education for understanding has been innovating traditional method of correcting homework, and has been showing that it is student but not teacher correcting homework is effective. In campus schools, researchers compared two different ways of correcting homework, then got the result that student correcting homework is better, which educators teach students correcting homework and learning from each other. Meanwhile, teacher can research more important things in education than correcting homework. Therefore, there are many advantages of students correcting homework, such as, developing students' subjectivity and inter-subjectivity, cultivating educational affection of teachers and students, increasing educational happiness and responsibility of teachers, and so forth.All in all, this thesis is focus on the historical background of effective education and current education revolution in China. It reconsiders the meanings of homework, correcting homework and None-Correcting homework for teachers in high school. Based on understanding theories of Martin Heidegger and nondirective teaching thought of Carl Rogers, we construct the academic base of None-Correcting homework for teachers in high school and analyze its importance, necessity, availability and methods by introducing experience of campus schools and reflecting experimentation of None-Correcting homework for teachers. Then, this thesis tries to provide theory and practice reference to teachers in process of Correcting homework and provide school manager with theory support, which have advantage to managers and teachers innovating methods of teaching and evaluation.