Research On The Homework Assignment Of English After Class In Senior High Schools

English assignment is a significant part of English practicing in senior high school.It is an important form for students to learn English after class.The scientific and reasonable homework is helpful for students to master the English language basic knowledge and skills,improve students' comprehensive ability to use language,is conducive to enhancing students' cultural quality and ideological character,cultivate students independent learning ability.However,great quantity,low quality and ineffective after-school homework still exist in the current high school English homework assignment,which should be paid much attention to.The thesis aims to investigate the current homework arrangement of senior high school English,and attempt to find out the existing problems in arrangement and design of senior school English assignment,and explore the reasons for its problems,so as to propose corresponding improvement strategies.And therefore three research questions are put forward: What are the problems in the assignment of English after class in senior high school?What is the reason for the low efficiency of the current high school English homework? How to arrange the high school English homework more reasonably and effectively?The present study employed both qualitative and quantitative analyses.Questionnaire survey,interview(including group interview and individual interview form)and literature methods are used to collect and analyze the data collected.The general research findings are as follows: The current main problems of high school English homework assignments: The current type is relatively simple and rigid;The content does not relate to the daily life of the students so it can not motivate the students' interest in English learning;Excessive amount of homework has become a heavy learning burden for students;Due to lacking of stratification,the current English homework can not meet the needs of all students;In terms of the evaluation and feedback,teacher is still the subject of the evaluation and feedback ofthe present English homework,and the homework correcting is simple.Furthermore,the reasons for the low efficiency of the current high school English homework are mainly from two aspects: students and teachers.As for students: the fundamental level of students' English learning is different;Some students are not interested in language learning itself;There are individual differences in students' innate learning capacity.As for teachers: teachers are mainly affected by the influence of the college entrance examination ideas and the work pressure.According to the homework cases provided by some senior high school English teachers,the author combines the requirements of new curriculum standards,modern education theory and the suggestions of teachers and students in the process of questionnaire and interview.After comprehensive analysis,the author puts forward the concrete improvement measures of optimizing the homework assignment from two angles of students and teachers.The improvement measures from the students' perspective are mainly based on students laying out the hierarchical homework,from "learning for learning" to "for use learning" to arrange the living homework and to optimize the form and content of the homework from "learning" to "acquisition".The main improvement measures from the perspective of teachers are that teachers should change the existing concept of homework,and the homework assignment should follow appropriate and moderate principles and change the existing homework evaluation model with incentive theory as a guide.Undoubtedly,this study can not cover all the problems existing in after-school English homework due to the limit to the extent of the author's current knowledge and capabilities,and the corresponding improvement measures proposed in this thesis should be further verified in practice.