An Action Research On Chinese Unit Assignment Design From The Perspective Of Educational Objective Taxonomy

Homework is a means to implement students’ core competences,a key measure to improve the quality and efficiency of classroom teaching,and a necessary link to connect teachers’ classroom teaching with students’ learning after class.Under the background of unit teaching implementation,unit assignment design faces the challenge of new ideas and demands for reform.It is found that there are many problems in the assignment design in the current Chinese unit teaching,which are mainly manifested as the problems of assignment design without objective,assignment content without difference,assignment result without evaluation,etc.Guided by the theory of educational objective classification,this study conducts an action research on the optimization of assignment design in high school Chinese unit to explore effective and interesting assignment design.In accordance with the action research paradigm of "plan-action-reflection",this study selected the high school students taught by the author as the object,aiming at the current situation of Chinese unit homework without goals,unreasonable content of unit homework and no evaluation feedback,and improved the design of Chinese homework through three rounds of improvement actions.In the first round of action,researchers took Unit 3 of the first volume of Compulsory high school Chinese as the design object,aiming to improve the problem of goal-less homework design.In this action,students began to be willing to participate in the Chinese learning process when faced with unit assignments with clear goals.The second round of action focuses on Unit 6 of the first volume of compulsory high school Chinese,aiming to improve the unreasonable content of homework design,in order to improve the efficiency and quality of unit homework through the cultivation of some language skills.In this round of action,students began to show interest in Chinese homework and put it into action when facing the most unreasonable language skills training with reasonable content.The third round of action takes Unit 7 of the first volume of Compulsory high school Chinese as the design object,aiming to improve the current situation of non-evaluation design on the basis of the first two rounds of action.After the three rounds of improvement actions,with the enhancement of cognitive goals and the improvement of action skills,the level of goals in the efficiency of Chinese learning is constantly changing.Through the three rounds of action,it is found that teachers’ clear understanding of unit work is the premise of improving the quality of students’ unit work.Clear operation objectives and reasonable content are the key factors of students’ active completion of unit work.In addition,effective evaluation criteria and evaluation methods are also the way to promote the change of students’ emotional level of Chinese learning.Targeted practice research improves high school students’ attitude towards Chinese homework to a large extent,improves the quality of high school Chinese homework,and achieves the significance of unit homework.