Research On Homework Design For The Elementary School Higher Grades From The Perspective Of Deep Learning

The Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Students in Compulsory Education,issued by the General Office of the State Council on July 24,2021,clearly states the need to improve the quality of homework design and highlight the quality education orientation of homework.The Circular on Strengthening the Management of Homework in Compulsory Education Schools issued by the Ministry of Education clearly proposes to grasp the nurturing function of homework.The policy orientation further clarifies the importance of strengthening the design of homework.Homework activities can fully demonstrate students’ learning process and learning results,and their design and development should enable students to move further toward deep learning on the basis of shallow learning.From the existing research results,although there are abundant research results about deep learning and homework design,fewer researchers have explored the path of homework design in upper elementary school based on the guidance of deep learning theory.In order to give full play to the important role of homework in consolidating knowledge,stimulating interest,diagnosing learning,and providing feedback on teaching,and to promote the development of students’ deep learning ability,homework design for upper elementary grades in the deep learning perspective was taken as the research theme.Firstly,the questionnaire and interview survey methods were used to collect the empirical data.The students in the fifth and sixth grades of two elementary school in X city were selected as the respondents of the questionnaire survey,and the teachers of the fifth and sixth grades of two elementary school in X city were selected as the respondents of the interview,eight in total.The questionnaire survey was conducted to clarify students’ deep learning ability and learning engagement level under the framework of deep learning theory,to understand students’ satisfaction with current homework design,and to clarify through analysis that there is a significant positive correlation between the three,and that learning engagement level and homework design satisfaction are two important factors affecting students’ deep learning ability.The interview survey was conducted for teachers to clarify the problems in homework design in upper elementary school: the homework design goal is knowledge-based;the homework design content is conservative and the form is mechanical;the homework design implementation process lacks interaction and guidance;and the homework design evaluation is absent and in a single way.In response to the problems,the following countermeasures were formulated: establishing developmental homework design goals based on curriculum and teaching;setting developmental homework design contents based on clear goals;focusing on the homework design implementation process from a dynamic perspective;paying attention to students’ main status and implementing developmental evaluation.After that,based on the students’ situation and the problems in the current homework design of upper elementary school,the overall idea of homework design for upper elementary school under the perspective of deep learning is formed based on the theory of deep learning,which includes four dimensions of homework design: goal,content,implementation and evaluation from the requirements of deep learning.Finally,the overall homework design is taken as an example and the case is analyzed in the fourth unit of "Happy Reading Bar" in the first book of the sixth grade of the Ministry of Education’s primary language.Starting the design and analysis from this content with special characteristics helps teachers to understand more distinctly and comprehensively the guiding role of deep learning theory in practical homework design.