A Study on the Design of Variety of English Homework and its Application in Junior High Schools 初中英語(yǔ)多元化作業(yè)設(shè)計(jì)與應(yīng)用研究

1、 design and application of variety of english homeworkin junior high schools初中英語(yǔ)多元化作業(yè)設(shè)計(jì)與應(yīng)用研究lizhenfeng 西北師范大學(xué)研究生學(xué)位論文作者信息論文題目初中英語(yǔ)多元化作業(yè)設(shè)計(jì)與應(yīng)用研究姓名李振鳳學(xué)號(hào)20122209322014-5-25專業(yè)名稱聯(lián)系電話學(xué)科教學(xué)（英語(yǔ)）答辯日_maillingfengmaomei通信地址(郵編)：備注： contentsabstract.i摘要. .iiichapter 1 introduction.11.1 research backgro

2、und.11.2 research purpose and significance.21.3 layout of the thesis. 3chapter 2 literature review.42.1 notions of homework. 42.1.1 definition of homework. 42.1.2 types of homework.52.2 studies on the design of english homework at home.82.2.1 the purpose and function of homework. 82.2.2 the amount a

3、nd time needed of homework.92.2.3 the correction and assessment of homework.92.2.4 the design and effectiveness of homework.102.3 studies on the design of english homework abroad. 102.3.1 peoples attitude towards homework.102.3.2relationship between the time for students to complete homework and the

4、ir grades.112.3.3relationship between the amount of homework and students grades.112.3.4 effect of homework on students learning.112.4 summary.12chapter 3 theoretical basis.133.1 constructivism .133.2 theory of multiple intelligences.14chapter 4 research methodology.174.1 research questions .174.2 p

5、articipants.17 4.3 instruments.174.3.1 questionnaires .174.3.2 tests.184.3.2interview.184.4 procedures.184.5 data collection and analysis.234.6 a suggested mode of the design of variety of homework for junior high school students.234.6.1 classification of homework .244.6.1.1 practice homework.244.6.

6、1.2 cooperative homework.264.6.1.3 creative homework.274.6.1.4 summary.284.6.2 the ways and principles of assigning english homework. 284.6.3.assessments of english homework.30chapter 5 results and disscussion.335.1 investigation on english homework.335.1.1 analysis of the students view.335.1.1.1 an

7、aysis of the students questionnaiare.335.1.1.2 analysis of the interview to the students.345.1.2 analysis of the pre-test .355.2 results after experiment.365.2.1.analysis of the post-test.365.2.2 analysis of the post-experiment questionnaiare.385.3 discussion.39chapter 6 conclusion.406.1 findings.40

8、6.2 implication .406.3 limitations.40references.vappendix i pre-test.vi appendix ii post-test.ixappendix.xiiiappendix iv.xiiiacknowledgements.xxvi abstractenglish homework is generally regarded as the natural extent of english classroom teaching. it is anecessary complement to classroom study by hel

9、ping students to consolidate what they have learned in class.teachers can find out some problems in students study from their completion situation so as to know in whatdegree the students master what they have learned, therefore teachers can correct or adjust their teachingprogress or relevant strat

10、egies in time. the papers purpose is to find more effective and practical ways inenglish homework design and to better adapt to the requests of the new curriculum standard, to be moresuitable for middle school students, and to make the varieties of english homework design richer.recitation, words co

11、pying and exercising doing still are the main english homework types which manyteachers actually adopted in teaching for years. this kind of homework, less for the consideration of thedifferences of students, easily arouses the students antipathy, and the mechanical repetition leads to reversepsycho

12、logy. more to the point, this is inconsistent with the current various classroom teaching: teachers are keenon study how to mobilize students initiative; how to design all kinds of activities; how to encourage students toopen their mouths, etc, but not show enough consideration on the design and ass

13、igning and feedback of thehomework, just on which teachers may acknowledge whether students understand and digest all the things theylearned or not, and then know whether their teaching methods and strategies are appropriate and whether theiractivities are effective.based on the current situation, t

14、he author made an in-dept study on the homeworks purpose, function,students attiude toward it, the time they need to complete it and the relationship between the amount and theirenglish proficiency at home and abroad. the author also made a summary of practical and effective homeworktypes, amount, a

15、nd ways of homework and evaluation through referring to the related literatures and put it intoenglish teaching practice. its purpose is to improve whether the design and variety of english homework and itsapplication can change students attitude toward english and whether students english proficien

16、cy can beimproved. the author made an experiment in two classes of grade 8 in chen guan junior high school in baiyincity for one term, and the two classes have the same english level: one class was set as the experimental classexperiencing variety of english homework, the other was set as the contro

17、lled class experiencing traditionalhomework. 100 questionnaires and pre-tests were handed out to evaluate their attitude toward english homeworkand their english level before the experiment. in the end of the experiment, the author conducted a post-test inthese two classes and a questionnaire for th

18、e experimental class. combined their daily performance with theresults of posttest , the hypothesis was provedthe variety of english homework changed the students attitudei toward english homework and inspired their learning interest and improved their english proficiency.the study is an illustrativ

19、e example and a complementary to the previous researches. it can help studentsbuild up their confidence in english learning; at the same time, it brings theoretical and practical significance toteachers in their teaching.key words: english homework;variety;design and applicationii 摘要英語(yǔ)作業(yè)一般被認(rèn)為是英語(yǔ)課堂教學(xué)

20、的自然延伸，它可以通過幫助學(xué)生鞏固所學(xué)知識(shí)或技能,進(jìn)一步加深鞏固課堂教學(xué)內(nèi)容。教師也可以從學(xué)生完成家庭作業(yè)的情況中及時(shí)發(fā)現(xiàn)他們?cè)趯W(xué)習(xí)中出現(xiàn)的問題，了解學(xué)生對(duì)所學(xué)內(nèi)容及技能的掌握程度，進(jìn)而可根據(jù)具體情況及時(shí)糾正或調(diào)整教學(xué)進(jìn)度或相關(guān)策略。本論文的目的為英語(yǔ)作業(yè)設(shè)計(jì)找出更有效更實(shí)際的方式，并且很好的適應(yīng)新課標(biāo)的要求，使之更適合中學(xué)生，使得中學(xué)英語(yǔ)作業(yè)設(shè)計(jì)更豐富。多年以來(lái)，以抄寫，背誦，做大量習(xí)題為主的單一乏味的英語(yǔ)作業(yè)依然是實(shí)際教學(xué)過程中很多初中英語(yǔ)教師布置作業(yè)的主要形式。這種較少考慮學(xué)生的差異性的作業(yè)容易使他們反感，而且機(jī)械的重復(fù)抄寫容易使學(xué)生產(chǎn)生逆反心理。更重要的是，這與現(xiàn)在豐富多樣的課堂教學(xué)形

21、成不協(xié)調(diào)的局面：教師熱衷于鉆研如何在課堂上調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，如何設(shè)計(jì)開展各種各樣的教學(xué)活動(dòng)，如何鼓勵(lì)學(xué)生開口說(shuō)英語(yǔ)等等，對(duì)作業(yè)的設(shè)計(jì)，布置與評(píng)價(jià)反饋這個(gè)環(huán)節(jié)沒有充分考慮，而恰恰是從這一環(huán)節(jié)上才能知道學(xué)生是否掌握了課堂內(nèi)容，是否已消化所學(xué)知識(shí)，進(jìn)而知道教師所采取的教學(xué)方法和策略是否適當(dāng)，所組織的教學(xué)活動(dòng)是否有效?；谶@樣的背景，筆者通過對(duì)中外英語(yǔ)作業(yè)的目的、作用、學(xué)生對(duì)作業(yè)的態(tài)度、學(xué)生完成作業(yè)所需的時(shí)間、數(shù)量和他們分?jǐn)?shù)的關(guān)系進(jìn)行了深入學(xué)習(xí)，并對(duì)英語(yǔ)作業(yè)的類型設(shè)計(jì)和評(píng)價(jià)方式進(jìn)行了分類和歸納，將其實(shí)踐應(yīng)用在教學(xué)中。目的是通過證明英語(yǔ)作業(yè)的多元化設(shè)計(jì)能否改變學(xué)生的對(duì)作業(yè)的態(tài)度，是否能提高學(xué)生的英語(yǔ)

22、成績(jī)。筆者在白銀城關(guān)中學(xué)初二年級(jí)兩個(gè)成績(jī)相當(dāng)?shù)陌嘀袑?shí)施為期一學(xué)期的實(shí)驗(yàn)，其中一個(gè)班設(shè)為實(shí)驗(yàn)班采用多元化作業(yè)布置形式，另一個(gè)為控制班采用傳統(tǒng)的作業(yè)布置形式。實(shí)驗(yàn)前筆者發(fā)放了 100份學(xué)生問卷對(duì)兩個(gè)班進(jìn)行了前測(cè)。實(shí)驗(yàn)結(jié)束后進(jìn)行后測(cè)和問卷調(diào)查，然后結(jié)合學(xué)生平時(shí)表現(xiàn)和后測(cè)成績(jī)驗(yàn)證了多元化作業(yè)的設(shè)計(jì)和應(yīng)用可以改變學(xué)生對(duì)作業(yè)的態(tài)度，激發(fā)了學(xué)生學(xué)習(xí)興趣，提高了他們的英語(yǔ)水平。此項(xiàng)研究對(duì)以往的研究來(lái)說(shuō)是個(gè)很好的補(bǔ)充與例證，并幫助學(xué)生建立了學(xué)習(xí)英語(yǔ)的自信；同時(shí)對(duì)初中英語(yǔ)教師的教學(xué)也產(chǎn)生了一定的理論意義和實(shí)踐意義。關(guān)鍵詞：英語(yǔ)家庭作業(yè)多元化設(shè)計(jì)與應(yīng)用iii chapter 1 introductionchapte

23、r 1 introduction1.1 research backgroundenglish homework which plays an important role in junior middle school english teaching andlearning is the bridge for teaching and learning inside and outside of class. homework also gives a chancefor parents to know some information about their childrens study

24、 in school. for students, the motive forthem to finish homework is to stimulate interest in english learning and lay foundation for the cominglesson. for teachers, assigning homework is to check their own teaching effectiveness and ability and guidestudents to learn. in order to reinforce the knowle

25、dge which students have already learned in class and helpthem to prepare for the coming lesion, teachers should design homework carefully.according to the english curriculum standards (2001:6), there are five curriculum goals:a)b)c)language skills: listening, speaking, reading and writing;language k

26、nowledge: phonetics, vocabulary, grammar, functions and topicsemotional attitude: motivation, interest, self-confidence, willpower, corporation, patriotism andinternational visiond)e)learning strategies: cognitive strategies, monitor strategies, communicative strategies andresource strategiescultura

27、l awareness: cultural knowledge, cultural understanding and cross-cultural communicationto achieve these curriculum goals, much language training including variety of homework must bedone. homework is becoming more and more significant in the whole teaching and learning process, somany opinions abou

28、t homework have been expressed by many educators and scholars, who have donemuch work on this. obviously, the awareness of the importance of homework has been growing in recentyears.at present, the design of the junior middle school english homework, which is mostly confined tobook knowledge and ign

29、ores the development of students personality and improvement of practice ability,is considered a heavy burden on students. the traditional homework cannot help students to widenstudents sight, broaden their knowledge and cultivate good habits to learn english well. it has broughtinfluence on teachin

30、g and learning. at the same time, students homework amount is too large, teachersonly check if the students have finished the homework, without paying no attention to the quality of it.many problems cannot be found in homework. in the long run, it is easy to cause students to lose interest inenglish

31、 learning, and is also not conducive to the students cultivation of learning ability, innovation ability1 a study on the design of variety of english homework and its application in junior high schoolsand practice ability.in summary, we can find many drawbacks in junior middle school english homewor

32、k design asfollows: firstly, homework form which is rigid restricts the students lively nature and deprives the studentsof many chances to cultivate english learning interests. secondly, homework content which is poor haswasted rich english teaching resources. in english teaching practice, the enric

33、hment and updates of thehomework content seem quite lag behind. thirdly, the large amount of homework and the pressure ofcompetition as a result of examination of school have seriously affected the physical and mental health ofjunior high school students. fourthly, the homework difficulty is too uni

34、fied and fails to consider thespecific requirements of students at different levels. the last one, the homework which lacks of targets doesnot well reflect the key and the difficult points weaken the due effect. therefore, we must design varied andscientific english homework to change the current si

35、tuation. it is demanded by the new standard and by theurgent important task for our teachers. our teachers should change our traditional ways in homeworkassignment. their homework is not only to grasp the grammar points, but also to build students englishlearning habits, to confidently change ideas

36、with other people in english in our daily life. englishhomework is considered as the natural extent of english classroom and a good supplement.1.2 research purpose and significancethe papers purpose is to find more effective and practical ways in english homework design and tobetter adapt to the requests of the new curriculum standard, to be more suitable for middle school students,and to make the varieties of english homework design richer. another aim is to prove that the studentspas