On The "alienation" Of Chinese Homework In The Upper Stage Of Primary School And Its Improvement Countermeasures

The new curriculum standard(2011)clearly puts forward that students' Chinese literacy should be improved in an all-round way,and the characteristics of Chinese teaching should be accurately grasped through independent,inquiry and cooperative learning mode,so as to build a dynamic curriculum Chinese education concept.In this context,the primary school Chinese classroom teaching reform has achieved outstanding results.However,homework,as an extension of classroom teaching activities,is still in a weak link.In particular,Chinese homework in senior primary schools is still dominated by mechanical homework,mainly including copying words,reciting and doing workbooks,which not only does not fully reflect the requirements of the new curriculum reform,but also makes homework fail to achieve the effect of "double reduction",and even appears increasingly prominent alienation of homework.Therefore,it is an inevitable requirement for homework to return to rationality to strengthen the research on alienation of Chinese homework in senior primary schools.In this thesis,taking the senior grades of three primary schools in Weifang as an example,by means of literature analysis,questionnaires and interviews,the present situation of Chinese homework in senior primary schools is investigated,and then the existing "alienation" problem is summarized,and the causes of the problem of Chinese homework planning in senior primary schools are analyzed.Finally,the countermeasures are put forward based on the previous analysis.It is found that the alienation of Chinese homework in senior primary schools can be summarized as "three contradictions" and "two excesses",namely,the contradiction in the volume and difficulty of Chinese homework,the contradiction in the theme types of Chinese homework,the contradiction in the feedback evaluation of Chinese homework,and the "excessive" utilitarianism of students and the "excessive" participation of parents.Furthermore,the specific reasons of the heterization of Chinese homework in senior grades of primary schools are analyzed,and the main reasons are explained by employing the multiple intelligence theory and constructivism learning theory,which includes the passive and negative learning mentality of students,the anxiety imbalance of parents' educational mentality,the backward educational philosophy and insufficient professional skills of teachers,the difficulty of implementing and executing the school management system,the prevalence of utilitarianism in society,and the "score-only theory" in the examination-based education.Based on this,it puts forward the revised countermeasures,namely,students must take the initiative to learn and actively participate;parents must have a right attitude and family relationship building;teachers must diversify and customize,improve quality and reduce quantity;schools must improve mechanisms and strengthen communication;society must clearly divide labor and strengthen supervision.Through the research of this thesis,it can provide some theoretical basis for the related research and the layout and design of Chinese homework in high primary schools,promote the current Chinese homework in high primary schools to return from alienation to rationality,and promote students to master listening,speaking,reading and writing skills in an all-round way,thus realizing the improvement of Chinese literacy.