Research On The Design Of Practical Extracurricular Homework In The Third Stage Of Primary School

After-school homework is crucial for students to extend and internalize classroom learning.High-quality homework design can not only reduce students’ burden,stimulate students’ interest,but also develop students’ ability and quality.With the implementation of the new curriculum standards,Chinese language learning increasingly emphasizes "Chinese practical activities," which should be combined with specific language examples in teaching.As part of classroom teaching,after-school homework must reflect real language situations.The new curriculum standards have higher practical requirements for students in reading,expression,sorting,exploration,and other aspects of Chinese language learning.Strengthening the practical characteristics of after-school homework is one of the most effective ways to implement these requirements and help students learn and use Chinese language in practical homework.This can further reflect the tool and humanity of Chinese curriculum.However,the third stage of primary school Chinese learning practical homework design has not been effectively implemented or deepened,even just superficial,leading to poor quality,the effect is not ideal.This paper puts forward the corresponding optimization strategy to improve the quality of practical Chinese homework design in the third stage of primary school.This study comprehensively uses the methods of literature research,questionnaire survey,interview and homework text analysis to investigate the teachers engaged in the three-stage teaching of primary school Chinese in Shijiazhuang city and its surrounding areas.The purpose is to fully understand the present situation of homework design after Chinese learning practice in the third grade of primary school.First of all,through the analysis and summary of the literature related to "Chinese practicality" and "afterschool homework design",elaborated the theoretical basis,value,characteristics and necessity of the third grade Chinese practical after-school homework design.Secondly,the study determined the investigation objects,content,and methods,and carried out the investigation work.By analyzing the questionnaire data and interview content,the study found that Chinese language teachers have a relatively high willingness to design practical after-school homework,but their cognition is not deep enough;there is a deviation between their cognition and design actions,making it difficult to implement effectively;Chinese language teachers focus on student performance in practical afterschool homework design,but the overall effect is unsatisfactory.Thirdly,the study attributes the investigation results to positive and negative aspects.The positive factors include the provision of reference materials for practical after-school homework design in the Chinese language curriculum standards,the increased attention of primary school Chinese language teachers to practical after-school homework design,the possibility of providing good teaching atmosphere in schools,and the provision of help through "teacher-apprentice pairing." The negative factors include unequal allocation of highquality teaching resources,the difficulty of practical after-school homework design,insufficient understanding of practical language ability,insufficient task driving,unrealistic practical situation settings,insufficient time allocation for completing practical after-school homework,and the need to strengthen primary school Chinese language teachers’ reflection on practical after-school homework design.Finally,this paper integrates the current situation,problems,and cause analysis,and proposes the main strategies to solve the problems in the practical after-school homework design for Chinese language learning in primary school,that is,to correctly grasp the openness and hierarchy,practicality and moderation,innovation and tradition of practical afterschool homework design,and to improve the design and feedback mechanism of practical after-school homework.