The Investigation On The Status Quo Of English Homework In Senior High School

With the reform and development of English curriculum and the implementation of New English Curriculum Standards,both English curriculum and English teaching are endowed brand new meanings and value.It stresses that English teachers should organize their teaching in line with students' interest,life experience and cognitive level and encourage students to be actively involved in the teaching activities,which aims to facilitate their integrated English language skills.English homework functions as a dispensable extension and supplement of English teaching,a bridge to link up their in-class learning and after-class learning,and also a vital means to consolidate what students have learned,improve their skills,foster their learning interests and facilitate their autonomous learning.Meanwhile,it is also conducive to checking teachers' teaching efficiency,which benefits teachers to better their teaching strategies to achieve a higher teaching achievement.Based on this,the research on the English homework in senior high school is beneficial to both teachers' teaching and students' learning.In this research,on the basis of abundant studies at home and abroad,theory of “Teaching Students in Accordance with Their Aptitude” and Theory of Zone of Proximal Development,the researcher taking Wushan No.2 high school as an example,chooses 293 Senior Two students,eight Senior Two English teachers in Wushan No.2 high school and 30 samples of their English assignment as the research subjects and uses literature analysis,questionnaires,interview and sample analysis as the research instruments,in order to investigate of the status quo and underlying problems of English homework in Senior high school and then put forward several teaching suggestions.This research mainly covers the amount of English homework in Wushan No.2 high school,its contents and types,its impacts,its evaluation and management.The results are as follows: first,under the pressure of the college entrance examination,the amount of students' English homework is comparatively unreasonable: the teachers almost assign homework everyday which is expected to be finished within half an hour,while a majority of students need nearly one hour,even some of them need one and a half hour to complete their daily English homework.Second,its type is mainly in written forms and there are few types of homework about listening and speaking,mainly about rote and restatement.Additionally,the source of homework is mainly from the related exercise books and English newspapers as a supplement.The teachers almost don't design homework on their own and the types are monotonous and mechanical which are irrelevant to their real life.Also they don't pay much attention to the students' interest and differences.Third,although a majority of students deem thatEnglish homework is conducive to review and reinforce their knowledge and develop their ability in exams,still a small part of them feel frustrated and bored about their changeless types of English homework in the process of homework completion.Fourth,there exists the single evaluation method and subject and unscientific management.Besides,the homework usually is checked and corrected by teachers without students' involvement.And there are lacking measures of rewards and punishment for the quality of students' English homework,thus not motivating students' learning enthusiasm.As mentioned above,the researcher presents several suggestions.First,English homework should be various and layered with moderate amount and difficulty.Second,English homework should be close to their real life and full of interestingness and creativity.Third,endeavor to avoid the single mechanical homework and attach more importance to students' cultivation of English listening and speaking ability,thus assigning and arranging more integrated English homework.Fourth,establish a scientific management system and make scientific and justifiable evaluation.