The Mechanic Research Of Primary School Teachers’ Homework View On Students’ Burden Of Homework

It is beyond dispute that students’ homework is overloaded, which is also a hottopic among those education researchers. Then, what on earth affects the students’workloads? Based on analyzing elementary teachers’ view of homework assignment,this paper studied the relations between teachers’ view and students’ homeworkburden by solving three essential questions: first, what is the concept of elementaryteachers related to students’ homework? Second, how should they assign thehomework under the influence of their existing values? At last, what are theinfluences of teachers’ actions on students’ workloads? Through the methods ofdocumentary, observation, interview and questionnaire, the conclusions are asfollows:Firstly, expert teachers and novice teachers have different views of homework.The former has a mix of three values: the diagnostic, the summative and the formative,while the latter has a mix of two values: the diagnostic and the summative.Secondly, their actions of homework assignment are different because of theirdifferent concept of homework. Expert teachers’ actions are basically consistent withtheir values, while the novice’s actions are different from their value.Thirdly, homework of the novice teachers overweighs that of the expert teachers.The psychological and physical burdens of students taught by the expert are muchlower than that of students taught by the novice.Fourthly, the influence mechanisms of expert and novice teachers on homeworkare different concept of homework. The expert teachers can exert influence onstudents’ burdens by changing their actions following their value of homework. Onthe other hand, the novice teachers’ value of homework can not do anything to changestudents’ burden, while their actions of homework assignment does influencestudents’ burden.Lastly, the influence mechanisms are influenced by both internal and externalfactors. Especially, the traditional ‘stereotyping impression of homework’ and theformative value of homework influence the teachers concept of homework burden, and then on-the-job training and teachers’ self-reflection influence their concept ofhomework and their actions of homework assignment.