A Case Study Of Teacher 's Homework View And Homework Design

As an integral part of teaching, homework has always been the key topics in the education teaching practice and the reach field. Homework is always been considered as an important annulus to help students mastery the knowledge and the form is unitary. However, with the implementation of the new curriculum reform, the teaching and learning concept people has transformed, and the homework concept is supposed to adjust. In the new era background, what is the concept of teacher’s homework? What is the situation of the design on homework? What is the problem of the consistency between the view of homework and the design of the homework? What problems exist in the teacher’s homework concept and its design? What factors bring about these problems? In order to solve these problems, I did a case study on a junior middle school mathematics teacher’s view of homework and its design.Literature analysis method and survey research method are used in this paper. Considered the current reality of education,I formed my own understand on the framework of homework concept based on the collection, collation and the analysis of the literature at home and abroad, and discussed the relevant theory of homework design. In this paper, I look into the teacher’s outlook on homework by means of interview, I found that:in terms of the quality of homework, the teacher thinks that homework is the activities which can develop students’ thinking and denies the positive effects of family resources; in terms of the objectives on homework, the teacher argues that homework can help him understand the situation of students’ learning in addition to make the students’knowledge consolidated; in terms of the types of homework, the teacher divides it into "fronted homework " and "consolidation homework". I also analyzed the design of the homework by the framework of the Bloom’s taxonomy of educational objectives and the theory of constructivism, I drew the following conclusions:in terms of the overall design on homework, the teacher pay more attention to students’ learning on conceptual knowledge, procedural knowledge, and development of the understanding cognitive ability、application cognitive ability; while in the design of different types of math homework, the teacher place emphasis upon conceptual knowledge and the cognitive process of understanding while designing the "fronted homework" and emphasize procedural knowledge and cognitive processes of application while designing the "consolidated homework".To further understand the implementation of the teacher’s view of homework, and get a better understanding on the consistency between the view of homework and the design of homework, I compared the teacher outlook on homework and the design of homework to reached the following conclusions:the view of homework and the design of homework are consistent according to the comparison based on the nature and the purpose of homework; the "philosophy" and "practical" is unified in terms of the comparison based on different homework types; "philosophy" and "practical" is obvious different according to comparison based on the overall homework. Finally, teachers case operation the problems and reasons existing in the homework concept and its design of the teacher are analyzed, and suggestions aiming at the problems are put forward.