| Student-oriented Educational Theory,which was put forward by Prof.Guo Sile,is designed for students to study easily.In particular this theory advocates that all is for the best education of the students,showing high respect of the student,relying on the students fully.Teachers are supposed to make students become the masters in studying English,and help them find happiness with learning English.Doing preset-homework is one of the effective ways to develop students' autonomous learning abilities and cooperative abilities.Preset-homework is the preparation for students to study before class.Recently,many schools are promoting the Student-oriented Educational Theory and focus on the autonomous learning.So teachers must pay attention to the preset-homework if they want to ensure that students can learn before class.54 schools in Guang Yuan Li Zhou District have carried out preset-homework since 2013.However,after nearly 4 years,many teachers who had used English preset-homework found a problem.At first,students had enthusiasm to finish English preset-homework.As time went on,students had less and less enthusiasm about doing English preset-homework.The effect of doing English preset-homework isn't satisfactory.So the author did an investigation about English preset-homework in Junior High School by questionnaires.The participants are the students who are from five classes of Grade Seven or Grade Eight and 35 teachers of junior high school in Dong Cheng Experimental School Li Zhou District Guang Yuan.The main contents of the investigation are the perception of English preset-homework,the amount of English preset-homework,question types of English preset-homework,evaluations on English preset-homework,the design of English preset-homework,learning strategies of English preset-homework based on the students' different levels,gender and the teachers' teaching experience.Then the author gives some advice based on the results of the investigation.In order to analyze the reasons and explore solutions better,9 students from three levels were taken out randomly and 10 teachers were interviewed.The author makes the investigation between teachers and students,and the author tends to find answers about these three following questions:(1)What's the format and content of English preset-homework in junior high school?(2)What are the junior high school students' and teachers' perceptions of doing English preset-homework?(3)What are the problems in English preset-homework?From data analysis of the investigation,the problems of English preset-homework of Junior High School are as follows.First,teachers can't comprehend the concept of preset-homework.Second,some teachers' concept is old.Third,there are some problems about designing of English preset-homework.Fourth,ignore the evaluation and feedback of English preset-homework and it lacks the connection with teaching in class.So,the author gave some suggestions based on analysis of problems and the characteristics of preset-homework,such as changing concepts about preset-homework,mastering the principles of designing English preset-homework,improving the enthusiasm for English preset-homework and attaching importance to the evaluation and feedback of it.The author put forward the principles of designing English preset-homework,such as interesting,humanistic,different-level and open principles.In addition,the author provides some cases about designing tasks in the English preset-homework.The author hopes it can bring help and inspiration to teachers. |
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