The Study On The Current Situation And Countermeasures Of Upper Grade Written Homework Correction In Primary School

From the perspective of teaching reform and development in the domestic and overseas,homework has always been one of the important areas of teaching reform research.Homework correction is a key link in the implementation of homework,closely related to teaching and evaluation,is an important means to test the teacher's teaching effect and students' learning level,the value in teaching is self-evident.If there is a problem in homework correction,it will have a series of chain effects on teaching,which will not only affect the effectiveness of teachers' teaching,but also affect the improvement of students' learning enthusiasm,thus restricting the further development of teaching reform.Therefore,in order to promote the development of teaching reform,it is necessary to carry out systematic research and discussion on homework correction.Based on formative assessment,feedback theory and multiple intelligence theory,this study uses questionnaire,text analysis and interview methods to study the current situation of upper grade in primary school written homework correction from four dimensions: correction cognition,correction subject,correction method and correction feedback.Taking Chinese as an example,a questionnaire was given to 625 students in grade 5 and grade 6 from 3 primary schools in W city,S province,415 Chinese homework texts were collected and 9 primary school students and 12 senior Chinese teachers were interviewed.Through the analysis of the research results,it is found that there are mainly five problems in the written homework correction of upper grade Chinese in primary school: the lack of comprehensive understanding of homework correction;students' willingness to participate in the correction is not high;the correction content is inconsistent with the student's desire;the way of homework correction is lack of innovation;homework feedback is not taken seriously.In view of the problems found in the above investigation,this study analyzes the causes from the three aspects of teachers,students,school work management and believes that the causes of the problems are as follows: teacher evaluation is more about results than process;the teacher's idea of corrections is influenced by the idea of "emphasizing education over learning";the teacher lacks the reflective consciousness of correction;the teacher is lack of correct instruction to the student;the teacher work pressure isbig,the trivia is numerous;the comprehension level of primary school students is low;the main body consciousness of primary school students is not strong;there is a lack of systematic homework correction regulations in the school.Finally,this study puts forward reasonable Suggestions for improvement from five aspects: strengthening the understanding of homework correction,strengthening the principal position of students in the correction,broadening the perspective of correction,innovating the way of homework correction,attaching importance to homework correction feedback,in order to optimize the current the current situation of the elementary school higher grades written homework,constantly improving the quality of homework,so as to promote deepening development of the education teaching.