Surveys And Experimental Research On The English Open Homework In Senior High School

English homework forms an important part of English teaching as well as a good way to consolidate students’ knowledge that learned in class. On the one hand, with the development of education reform, the study of open homework implementation has become increasingly prominent. Garden’s theory of multiple intelligences and Dewey’s "learning by doing theory" emphasize that the design of bomework must be consistent with the intellectual development of students, and the practice of the learning process. On the other hand, scholars have already conducted a lot of researches into homework reform under new circumstances with fruitful achievements. These findings have laid theoretical foundation for this study. The author of this paper firstly probes into problems existing in current high school students’ English homework through questionnaires, and finds those problems as follows:most assignments are monotonous, quantity-oriented, singly appraised. Through interviews, it is also found in this paper that forced by examination pressure, most senior high school students lack confidence in the open homework, rely on traditional homework, etc. During internship in high school, the author conducted comparative experiments on the two classes which she taught, evidencing the effectiveness of improving students’ performance as well as interest through the implementation of open homework. On the basis of these investigations, the author proposes suggestions on the implementation of open homework:to understand students and walk into students’ life; to enhance the fun; to enrich the forms of homework while increasing students’ practice; to stratify homework and enable autonomous choices; to increase the proportion of open homework and set up mechanism of teachers and students shared evaluation.