| English homework,as an important part of junior high school English teaching,is a powerful tool for gaining new experiences.It is an important way to strengthen learning or teaching,and it is also an important factor that affects the quality of teaching.Teachers can also find out their problems in learning from the students' homework situations in order to understand the students' mastery of the content and skills they have learned.They can then correct or adjust the teaching progress or teaching method according to the specific situation.According to this reality,this study aims at the design and implementation of English homework in junior high school as the research object.The author investigates and analyzes the implementation status of English homework in junior high schools through questionnaires and interviews.Based on Multiple Intelligence Theory,The Zone of Proximal Development Theory and Humanistic Theory,the writer came up with the principles of designing homework.The study carries out a comprehensive and systematic analysis from the five aspects: the purpose of homework,the amount of homework,the contents of homework,the type of homework,and the difficulty of homework,aiming to arouse the concern of homework by the majority of English teachers,students,parents,schools and other relevant personnel and departments.It can improve the quality of homework design,and stimulate students' interest in doing English homework so as to improve the effectiveness of teaching and learning.Based on the relevant English homework design theory and research,such as the multiple intelligence theory and zone of proximal development theory,the writer tries to explore how to design effective English homework in the new curriculum through interviews and questionnaires,and then puts forward three research questions:(1)From students' perspective,how is the present situation of English homework design and implementation in junior high school?(2)From teachers' perspective,how is the present situation of English homework design and implementation in junior high school?(3)Based on the Multiple Intelligence Theory,how should teachers design junior high school English homework?This study used the quantitative and qualitative studies,investigated twelve teachers for the ideas of English homework design in grade seven.And the writer also interviewed the views of teachers and students on the current situation of junior high school English homework design under the new curriculum background.The main findings are:(1)From the perspective of students,the current status of the implementation of English homework in junior high schools is as follows: the purpose of homework is relatively unclear;the type of homework cannot be combined with interestingness and practicality;the content and difficulty of homework are not targeted.(2)From the perspective of teachers,the main problems in the design of junior high school English homework include: the purpose is not clear and it does not accord with the requirements of the new curriculum standards.The type of homework is single and boring.The homework is away from students' actual life and the amount of it is also excessive.What is more,the homework assignment does not consider the differences between students.(3)Teachers improve students' interest in learning by diversifying homework assignments and designing different difficulties homework assignments to adapt to the students' development.Teachers should also encourage students to participate in homework assignments design and improve students' motivation to learn.Finally,the author puts forward some suggestions and implications for how to design diversified English homework in junior high school.This study can provide the certain reference for junior English teachers on the type,content,difficulty,type,and amount of English homework.This will prompt them to improve their own teaching level in the future teaching practice,and to stimulate students' passion for learning English. |
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