A Study On The Value Interpretation And Improvement Strategies Of Elementary School Language Unit Assignment Design

In the traditional design of language assignments based on a single piece or class period,the assignment content is fragmented and isolated,the knowledge points are dispersed and arranged,and it is challenging for students to build the internal connections between the knowledge points.These issues make it challenging for students to build a systematic framework of language knowledge system through the training of assignments and fail to effectively promote the development of language proficiency.The design of unit assignments is based on a holistic view,shifting from fragments to the whole,from isolation to association,from detachment from life to real-life situations,guiding students to build a complete knowledge structure and to transfer and apply it flexibly in practice,it complies with the demands of the core literacy cultivation aims,and the new investigation of unit assignment design turns into a new way to get over the drawbacks of conventional assignment design.In the theoretical construction part of this paper,the literature on "homework design","unit design",the literature review of "unit assignment design" and other related domestic and international studies.We review and examine the theoretical underpinnings,based on the findings of the current research.basic features and value pursuit of unit assignment design.It is found that the unit assignment design is based on holistic education,constructivism and learning progression theory,and its basic features are: pointing to the core literacy education,reflecting the distinctness of unit theme,pursuing the integration of unit structure,emphasizing the contextualization of the assignment process and promoting the progression of cognitive development,and presenting the value pursuit of focusing on structured learning,contextualized learning and independent learning.The current survey explores the current situation of elementary school language teachers’ design of unit assignments.We found that elementary school language teachers basically have a good understanding of the concept of unit assignment design,but there are some problems in the specific design,one of which is the unclear progression of unit assignment objectives,lack of overall thinking about the text and attention to the learning situation;then the random arrangement of assignment structure,showing the phenomenon of "platter" superposition,which is mainly reflected in the integration of assignment.Next is that the evaluation of homework emphasizes knowledge-based and lacks literacy care.The main reasons for this are that teachers’ theoretical guidance and training are insufficient,their professional competence is insufficient,and their willingness to practice and design assignments is low.Suggestions as follows: firstly,the objectives of the unit assignment design should be accurately set according to the standards,teaching objectives and students’ learning conditions.Second,establish a global concept to optimize the content,context and form of unit assignment design.The content of unit assignments should be thematically oriented,and the sequence of content should be adjusted according to students’ cognitive logic;The content design should be based on context,focusing on the connection and implementation of contextual tasks,strengthening the development and utilization of contextual resources inside and outside the classroom;The implementation form of assignment content should be enriched,combining with students’ interests to enhance the form of assignment;And we should enrich the implementation forms of homework contents,enhance the openness of homework forms by combining students’ interests,and expand the diversity of forms by integrating the characteristics of other subjects.Again,strengthen the process evaluation of homework units by aligning with literacy,enrich the evaluation subjects and contents to highlight the comprehensive evaluation,and track the learning of the units to highlight the continuity of evaluation.