The Efficacy Of Homework Evaluation Based On Solution-Focused Brief Therapy On Primary School Students’ Creativity,Self-confidence And Academic Performance

Homework evaluation has always been an important link in the process of school education and teaching.In recent years,under the influence of the "double reduction" policy,many researchers have put forward relevant suggestions for the reform of homework evaluation,most of which are based on educational theory and lack of in-depth research on the operation methods of homework evaluation.The purpose of this study is to design a homework evaluation system based on Solution-Focused Brief Therapy suitable for primary school students,and test the efficacy of this homework evaluation system on primary school students’ creativity,self-confidence and academic performance.This study is divided into two parts.Study 1 is to investigate the current situation of homework evaluation in primary schools.The result of the survey is that there are still problems with homework evaluation in the current teaching process.In practice,homework evaluation is still conducted in a way that simply judges right and wrong based on outcome evaluation,ignoring individual differences among students,which has affected the development of students’ thinking and self-confidence.Study 2: The experiment of 3(intervention method: homework evaluation based on Solution-Focused Brief Therapy,routine task evaluation,no intervention)* 2(measurement time: pretest and post-test)was adopted.Three classes of 92 students were selected in the fourth grade of a primary school in Shao Xing City,and randomly divided into intervention group,control group and control group according to the class.The students in the intervention group received three weeks of focus-solving homework evaluation intervention;The students in the control group received routine homework evaluation intervention;The students in the control group did not deal with it.The intervention mode is inter-test variable,and the test time is intratest variable.Compare the differences in creativity,self-confidence and academic performance of subjects under different intervention conditions.Research results: 1.The creativity and academic performance of the three groups of subjects have a significant interaction in the intervention mode and test time.Compared with the intervention and non-intervention of routine homework evaluation,homework evaluation based on Solution-focused brief therapy has a significant impact on improving students’ creativity and academic performance.2.The main effect of the self-confidence of the students in the intervention group was significant in the test time,but compared with the conventional homework evaluation intervention and non-intervention,it reached a significant level.3.Self confidence has a mediating effect between the intervention of focus solving task evaluation and academic performance,indicating that focus solving task evaluation affects primary school students’ academic performance by influencing their self confidence.Research conclusion: homework evaluation based on Solution-focused brief therapy has a significant effect on improving students’ creative level and academic performance,and has an impact on improving the self-confidence of the experimental group students.Moreover,it was found that the focus on solving homework evaluation affected pupils’ self-confidence and thus their academic performance.