| With the continuous progress of the new curriculum reform, there has been great achievements in the reform of English classroom teaching. Both teachers' teaching methods and students' learning styles have made some positive changes. However,English homework, as an extension and supplement of classroom teaching, hasn't gotmuch attention.According to the senior high school English curriculum standards, English teaching aims at cultivating students' comprehensive language-using ability on the basis of achieving the five curriculum goals: language knowledge, language skills, emotional attitudes, learning strategies and cultural awareness. To help students reach the curriculum goals, teachers need to provide them with a great many language practice according to their cognitive levels and characteristics. Scientific and effective English homework is helpful for students to consolidate language knowledge, upgrade language skills, cultivate positive learning attitudes and develop independent learning abilities,thus promoting students' all-around development.Based on the previous researches, this study puts the focus on the types of senior high school English homework. Sample analysis, questionnaire and interview are chosen as the research instruments. Efforts are made to make clear the current situation of senior high school English homework types, find out the existing problems and get to know the attitudes of teachers and students towards different types of English homework, so as to help teachers to rethink and adjust the concepts and methods of English homework assignment, enhance its diversity and effectiveness, and finally make the positive effects of English homework be given full play.Results of this study reflect in the following three aspects. Firstly, the current situation of senior high school English homework types is worrying. Main problems include: 1) The types of English homework are quite monotonous and traditional, which fail to arouse students' learning interests and meet their real needs; 2) English teachers pay more attention to knowledge-practicing homework and attach less importance to extension, creative and practical homework, leading to the results that students'language-using ability and potential talents can hardly get developed; 3) All students are assigned the same kind of English homework and do it independently, so that the positive effects of cooperative homework and individualized homework cannot be given play.Secondly,students' attitudes towards English homework types are as follows: 1) Students are not very interested in the current types of English homework, they being eager to try more flexible and diverse types of English homework; 2) Audio-visual homework,extension homework and cooperative homework are the top three types of English homework preferred by students; 3) Students think that practice homework, extension homework and audio-visual homework contribute most to their English learning. Thirdly,teachers' attitudes towards English homework types are as follows: 1) Teachers prefer to assign practice,preparation and extension English homework in daily teaching,with which students can consolidate in-class knowledge and improve English language skills;2) Teachers think that practice homework, extension homework and skill-developing homework contribute most to students' English learning; 3) For cooperative and individualized English homework, teachers approve their positive values and have made some tries. But considering the teaching reality, it's pretty hard to make these types of homework be flexible and scientific enough. Teachers are willing to make more efforts and do more explorations in later teaching.Based on the above findings and combined with relevant homework case-analysis,this study puts forward several suggestions to optimize English homework design, such as reforming knowledge-practicing homework,increasing skill-developing homework and trying application-oriented homework, hoping to provide some inspirations for English teachers and educators. |
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