On Spontaneous Activity-type Assignments Of Higher Grades In Primary School

Recently, with the further operation of new curriculum reform, the reform of assignment design apparently far lags behind that of classroom teaching, so the pupils mostly fall their interest of English learning in elaboratedly designed class. Meanwhile, those dull and boring assignments are likely to lose lasting vitality, which is greatly not conducive to the practice of English in daily life, turning the pupils to a positive learning state. The study attempts to explore types of the assignments which may go closer to pupils’physical and mental development, combining the cultivation of language skills with the implementation of various activities. This will consequently make the pupils change from "be-forced-to-learn-state" to "be-willing-to-earn-state" or "be-enjoyable-to-learn-state". This will expand all-around skills for pupils and assist them to form good study habits and spontaneous learning ability gradually.The study lays sound foundation on extensive literature research and adopts diverse methods, namely, literature research, questionnaire and case study. Under the guidance of "learn-by-practice" theory, multiple intelligence theory and "non-directive teaching" theory, the study has made various attempts and practices on design of English assignments for senior pupils in many aspects with the consideration of the characteristics of English textbook (Xiangjiao version), the conditions of pupils and the disadvantages in traditional assignment design.Four parts are included in this thesis, in which part one puts forward the question to be discussed and its research significance. It also summaries both domestic and international achievements in the field of primary English assignment design, and then introduces several practical research methods. The second part includes the questionnaire survey and interview conducted on D primary school and its subsequent date statistics and conclusions. In the third part, the author pursues research in "spontaneous-activity-type" assignment, sums up six distinguishing features and makes a detailed introduction of the theoretical basis related to those features. The fourth part discusses the principles and strategies on how to implement "spontaneous-activity-type" assignments, which has been studied through practice.