本文關(guān)鍵詞：農(nóng)村初中英語(yǔ)家庭作業(yè)現(xiàn)狀調(diào)查研究　出處：《魯東大學(xué)》2015年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 農(nóng)村初中 英語(yǔ)家庭作業(yè) 英語(yǔ)課程標(biāo)準(zhǔn)

【摘要】：基礎(chǔ)教育階段英語(yǔ)課程的總體目標(biāo)是培養(yǎng)學(xué)生的綜合語(yǔ)言運(yùn)用能力。英語(yǔ)家庭作業(yè)，是課堂教學(xué)的必要補(bǔ)充，不僅是影響教學(xué)質(zhì)量的重要因素，，也是培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力的重要途徑。家庭作業(yè)是國(guó)內(nèi)外教育界的熱點(diǎn)話題,一些專家和學(xué)者一直嘗試通過(guò)各種方法對(duì)家庭作業(yè)進(jìn)行探討。我國(guó)學(xué)者對(duì)英語(yǔ)家庭作業(yè)進(jìn)行了一些研究，然而對(duì)農(nóng)村初中英語(yǔ)家庭作業(yè)的實(shí)證研究并不多。在本文中，筆者通過(guò)對(duì)農(nóng)村初中英語(yǔ)家庭作業(yè)現(xiàn)狀進(jìn)行調(diào)查，找出農(nóng)村初中英語(yǔ)家庭作業(yè)中現(xiàn)存的問(wèn)題，希望有助于英語(yǔ)教師全面認(rèn)識(shí)英語(yǔ)家庭作業(yè)，并為他們解決作業(yè)中現(xiàn)存的問(wèn)題提供指南。同時(shí)，本研究對(duì)于探索優(yōu)化設(shè)計(jì)農(nóng)村初中英語(yǔ)家庭作業(yè)的新思路也具有重要的理論價(jià)值和現(xiàn)實(shí)意義。 本研究的研究對(duì)象是濟(jì)寧和聊城兩所農(nóng)村初中的200名學(xué)生和20名英語(yǔ)老師。通過(guò)問(wèn)卷調(diào)查和訪談，筆者從作業(yè)量、作業(yè)內(nèi)容和形式、作業(yè)難度、作業(yè)反饋和作業(yè)功能分析農(nóng)村初中英語(yǔ)家庭作業(yè)實(shí)施現(xiàn)狀，在此基礎(chǔ)上分析了目前師生對(duì)英語(yǔ)家庭作業(yè)的態(tài)度。 經(jīng)過(guò)對(duì)數(shù)據(jù)的分析，筆者發(fā)現(xiàn)：目前農(nóng)村初中英語(yǔ)家庭作業(yè)的量偏大,難度總體不大，作業(yè)形式仍然以抄寫(xiě)背誦等機(jī)械類作業(yè)為主。大部分師生能夠?qū)ψ鳂I(yè)及時(shí)反饋，但作業(yè)批改方式單一，學(xué)生參與度低。作業(yè)在鞏固知識(shí)作用明顯，對(duì)培養(yǎng)學(xué)生綜合語(yǔ)言運(yùn)用能力作用不大。而且，英語(yǔ)老師以及具有不同英語(yǔ)水平的學(xué)生對(duì)作業(yè)量、作業(yè)難度看法是不同的。很多學(xué)生已經(jīng)習(xí)慣目前作業(yè)內(nèi)容和形式，因此對(duì)抄寫(xiě)背誦做試卷等機(jī)械類作業(yè)并不反感�？偟膩�(lái)說(shuō)，農(nóng)村初中幾乎全部老師和大部分學(xué)生對(duì)英語(yǔ)作業(yè)態(tài)度積極。但由于英語(yǔ)作業(yè)中的一些不合理性因素使一部分學(xué)生態(tài)度消極。為了使英語(yǔ)家庭作業(yè)更好的促進(jìn)英語(yǔ)課程標(biāo)準(zhǔn)中五維目標(biāo)的實(shí)現(xiàn)，促進(jìn)學(xué)生全面發(fā)展,筆者為英語(yǔ)教師提出了設(shè)計(jì)英語(yǔ)家庭作業(yè)的一些建議。
[Abstract]:The overall goal of English course in the basic education stage is to cultivate students' comprehensive language ability. English homework is a necessary supplement to classroom teaching, and it is not only an important factor affecting the quality of teaching. It is also an important way to cultivate students' comprehensive language use ability. Homework is a hot topic in the field of education at home and abroad. Some experts and scholars have been trying to explore homework through various methods. Chinese scholars have done some research on English homework. However, there are few empirical studies on rural junior middle school English homework. In this paper, the author investigates the present situation of rural junior middle school English homework, and finds out the existing problems in rural junior middle school English homework. It is hoped that it will help English teachers to fully understand English homework and provide guidance for them to solve the existing problems in their homework. At the same time. This study also has important theoretical value and practical significance for exploring the new idea of optimizing the design of English homework in rural junior middle school. The subjects of this study are 200 students and 20 English teachers from Jining and Liaocheng rural junior middle schools. Through questionnaires and interviews, the author analyzes the amount of homework, the content and form of homework, and the difficulty of homework. On the basis of the analysis of the present situation of the implementation of English homework in rural junior middle schools, the present attitude of teachers and students towards English homework is analyzed. Through the analysis of the data, the author finds that the amount of English homework in rural junior middle school is on the high side at present, and the difficulty is not big. Most teachers and students can give feedback to the homework in time, but the way of homework correction is single, the participation of students is low, and the homework plays a significant role in consolidating knowledge. In addition, English teachers and students with different levels of English have a great deal of work to do. The difficulty of homework is different. Many students have become accustomed to the present content and form of homework, so they are not disgusted with the mechanical homework such as copying, reciting and doing examination papers. Almost all teachers and most students in rural junior middle school have a positive attitude towards English homework. But some students have negative attitudes because of some unreasonable factors in English homework. In order to make English homework better promote English. The realization of the five-dimensional goal in the curriculum standard. To promote the overall development of students, the author puts forward some suggestions for English teachers to design English homework.
【學(xué)位授予單位】：魯東大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

【參考文獻(xiàn)】

相關(guān)期刊論文 前9條

1 孫琪斌,楊麗;作業(yè)批改的多元評(píng)價(jià)模式初探[J];教育科學(xué);2001年03期

2 姜麗華;優(yōu)化小學(xué)生課外作業(yè)反饋環(huán)節(jié)的研究[J];教育科學(xué);2001年04期

3 宋秋前;;有效作業(yè)的實(shí)施策略[J];教育理論與實(shí)踐;2007年09期

4 曹秀華;;基于多元智力理論的分層作業(yè)設(shè)計(jì)[J];教育探索;2006年11期

5 張麗萍,陳紅軍;高一階段學(xué)生作業(yè)與學(xué)習(xí)效益間關(guān)系的研究[J];上海教育科研;2004年06期

6 任寶貴;;國(guó)外家庭作業(yè)研究綜述[J];上海教育科研;2007年03期

7 周彬,陳宇卿;高中生綜合性作業(yè)的實(shí)踐策略[J];天津師范大學(xué)學(xué)報(bào)(基礎(chǔ)教育版);2003年01期

8 熊川武;;論中學(xué)教師“零作業(yè)批改”[J];中國(guó)教育學(xué)刊;2007年05期

9 劉曉晴;解海蓮;;中學(xué)生作業(yè)量的私密性干預(yù)[J];中小學(xué)管理;2009年11期

本文編號(hào)：1421229