Research On The Design Of Stratified Chinese Homework In Primary School

Homework is not only a bridge,but also a profound experience.It combines classroom and practice closely,builds a complete knowledge system,builds a solid foundation for students’ learning and development,and improves learning effects effective means.With the changes of the times,the differences among students have become more and more prominent,and their way’s of thinking,learning methods and ability to accept knowledge are different.The traditional "one size fits all"operation mode is only suitable for mechanical written copying,without taking into account the knowledge level and cognitive differences among students.In the long run,this single fixed operation mode seriously hinders the overall development of students.Under the background of the country’s emphasis on "double reduction",the homework of primary school students has always attracted much attention.Compulsory education Chinese curriculum standards emphasize that Chinese teaching should be dedicated to cultivating students’ language use ability and thinking innovation ability,and appropriate measures should be taken to cultivate students’ language learning skills.The Chinese hierarchical homework design is:take students as the main body,based on the individual differences of different students in Chinese learning,an effective form of homework that effectively promotes the development of each student,so that students at different levels of Chinese learning can learn from each other.Can be effectively improved in terms of language learning attitude,learning interest,learning ability,and academic performance.The four primary schools in Yinchuan City selected for this study are not strictly random sampling,but rather representative.They are:S Primary School in Yinchuan City whose schooling level has been unanimously recognized by all sectors of society,Q Primary School in the urban-rural fringe area,rural Y Primary School in the suburbs,and the author.The B primary school where I am located,the four primary schools represent different levels of teachers and teaching conditions in primary schools in Yinchuan.A ten-month investigation and research was carried out around the design of stratified Chinese assignments in primary school.During the investigation and practice,the author personally participated in the distributing and recycling of the questionnaires,and inte-rviewed the fifth and sixth grade students and some primary school Chinese teachers,in order to understand more comprehensively,truly and in detail the implementation of the stratified Chinese assignments in the upper grades of primary schools.Provide strong support for effective implementation.This research mainly adopts experiment method,questionnaire survey method and interview method to study the hierarchical assignment design of primary school high-level Chinese,and conducts research from the following two aspects.The first is to investigate and analyze the objective status quo of the implementation of stratified Chinese homework in primary schools in Yinchuan City from the two levels of students and teachers through questionnaire survey and interview method,including the status quo of Chinese stratified homework design and teachers’ understanding of Chinese stratified homework And students’ attitudes towards the suitability of the current Chinese homework;the second is to conduct experimental research on the effectiveness of the high-level Chinese homework in primary schools through the experimental research method.By comparing the data before and after the experiment,the practical effect of the stratified operation is analyzed.On the basis of the experimental research and theoretical research,the principle of implementing the stratified operation is determined,and the improvement strategy of the layered operation design is proposed.The research results show that the current high-level Chinese homework in primary schools can meet the needs of some students,but there are still the following problems:teachers do not have enough understanding of the concept of Chinese homework;teachers do not understand the subject of Chinese homework;The difficulty of homework is relatively small;the form and content of Chinese homework are uniform and monotonous;the design of Chinese homework is generally only for most students,and there is not much attention to the actual situation of a small number of students with particularly strong learning ability and relatively weak learning ability;students Insufficient autonomy in completing Chinese homework.In order to make the Chinese hierarchical assignments better implemented in teachi’ng practice,the researchers put forward the following improvement strategies:①Teachers need to clarify the concept of hierarchical homework from four aspects:student view,teaching view,evaluation view,and homework view;②Clarify the six-point hierarchical operation principle of subjectivity,development,interest,difference,dynamics,and age;③Design compulsory tasks,homework supermarket,self-compiled exercises,interest groups and other forms of stratified homework;④Students are stratified according to four aspects:learning needs,student ability,student interest,and student habits;⑤Adopt It requires a hierarchical,multi-subject evaluation,comprehensive method,and appropriate use of exhibitions and evaluations for various homework correction and feedback methods.The conclusions of this study will provide a certain theoretical basis and an effective evaluation system for the practice of Chinese layered assignments in the future teaching of the majority of front-line Chinese teachers,and provide some reference for teachers’ future Chinese teaching and their own professional development.