A Study On The Design And Correction Of Chinese Homework In Junior Middle School In Yining

With the full implementation of the “Language Curriculum Standards”,Chinese teachers also pay more attention to students' Chinese learning.It includes not only learning in class but also extracurricular learning.This kind of learning is mainly realized through the channels of Chinese homework,so the Chinese extracurricular work becomes a n important vehicle for student learning.Chinese teachers can make students consolidate their knowledge,cultivate good Chinese learning habits,and improve their Chinese skills and language literacy by designing assignments,marking assignments,and feedback assignments.Therefore,this article focuses on the design and correction of Chinese homework.The article takes the students' of No.19 Middle School in Yining as the research objects,and conducts a questionnaire survey of junior high school students.The survey content mainly consists of “the basic situation of students and the number of Chinese homework,the students' knowledge of Chinese homework,and the learning attitude of Chinese homework,content and form of Chinese homework,and review of Chinese homework”,etc.and collecting junior high school students' different types of Chinese homework,analyzing the data in the questionnaire and the operation itself.In order to find some problems in junior middle school students' Chinese homework and corrections,to find out the causes of the problems,and finally to propose relevant countermeasures,this will bring some inspiration to Chinese teaching.The basic structure of this paper is as follows: First,in the introduction part,from several thought-provoking news leads to the reasons for the choice of the topic,and elaborated the research ideas and methods,research significance,research status and definition of the concept of Chinese homework and correction.Secondly,a questionnaire survey was conducted on the selected “students” of the research object,and the survey data was collected.Text analysis was used to analyze the Chinese homework itself.It was found that teachers had problems in the design and correction of Chinese homework,such as the operation concept has not been changed,the difficulty and completeness of the Chinese homework is too simple,the lack of work level and interest,the lack of linkage of design resources,the singleness of the correction,and the lack of humanistic care in the form of correction and feedback.This study mainly analyzes the causes of various problems from the four levels of study,teachers,students,and parents.Finally,according to the requirements of the new curriculum standards,the recent development of regional theories,the theory of“optian experience and knowledge from practice ”,the theory of multipleintelligences,and the correction principles of Chinese homework.These put forward corresponding strategies for the design and correction of Chinese homework.