Research On The Design Of Junior High School Geography Homework

Basic knowledge and skills(DB,Double Basics)are emphasized in junior high school geography teaching program.Homework,as an approach to making DB mastered,is one of the most significant parts of the whole teaching process.Nevertheless,revolution of homework has seldom been focused in the implement of geography curriculum reform,and few works concerning homework was presented.Hence,aiming at geography homework,this thesis firstly classifies it into different varieties.Thereafter,based on constructivism learning theory,humanistic learning theory,multiple intelligences theory,and geographic courses and teaching theories,the application situation of geography homework in junior high school is revealed through literature research,questionnaire survey and interviewing method.Subsequently,issues of homework design were studied.There are 6 chapters in this thesis.As an introduction,the first chapter expounds the background and meaning of this research,reviews domestic and overseas works established previously,and presents the objectives,methods,and contents of this paper.The second chapter explains the contents and functions of geography homework in junior high school,and then gives the definition of homework design in the curriculum reform.On basis of constructivism learning theory,humanistic learning theory,multiple intelligences theory,and geographic courses and teaching theories,the importance of homework design is illustrated.The third chapter deals with the classification of geography homework.According to elements of homework contents,the homework themes,the developmental needs of students,learning stages,forms,and selectivity,the homework is classified into 13 categories.The fourth chapter covers the investigation of geography homework in application.With interviewing and questionnaire method,the situation of homework assigning and designing has been studied via students in grade 2 of a junior high school and the teachers.Geography homework is shown to be neglected.Both theoretical directions and practical experiences are insufficient.In practice,little activity,content material,selectivity is involved,and few introductions before class or surveys after class are arranged,thus let alone designing homework all by students themselves.The fifth chapter discusses the geography homework design issues.The design work should follow principles of scientificity,life-coherence,openness,and gradience,and simultaneously take full consideration of meaning,interests and forms.This section studies the design of several kinds of homework,such as the one with life elements,the one with characters appropriate for different study phase or individual,and dynamic homework.With the attitudes of students and qualities of homework considered,some rethinks about homework design are raised.The last chapter,as a conclusive part,summarizes the four major works that geography homework design is defined,classified,investigated,and conducted.The classification of geography homework is yet immethodical,thus the efforts to classify and design geography homework,could benefit the discussion of homework classification methods,the completeness of teaching design,and the improvement of professional ability for teachers.