高中学生英语家庭作业的现状调查研究

发布时间：2018-04-20 08:50

本文选题：英语家庭作业 + 内容　；参考：《延安大学》2016年硕士论文

【摘要】：高中英语家庭作业作为我国教育传统的重要组成部分,是除课堂教学外,教师进行教学的一种有效补充形式。同时,作为学校教育在校外的延伸,可以很好的弥补课堂讲授之不足。新课改实施以来,我国的教育目标有了巨大的变化,逐渐从以往只关注学生成绩的“应试教育"慢慢转变为关注学生全面发展的“素质教育”。但不管是“应试教育”还是“素质教育”都比较重视英语家庭作业在英语教学中的积极作用。选择对英语家庭作业现状进行研究,实际上是为了更好地找到提高学生英语综合能力的途径,以及更好地推动新课程改革的发展。本文通过对中外已有研究成果的整理分析,结合当地教育现状,通过对延安市普通中学和重点中学的200名学生和17名教师进行问卷调查,然后对调查结果从英语家庭作业的内容、完成英语家庭作业的时间、对英语家庭作业的认知、对英语家庭作业的反馈四个层面进行总结概括,从而发现目前高中英语家庭作业存在的一些问题。旨在让教师和学生对目前的家庭作业现状有一个很好的了解,从而促进学生和教师在以后的家庭作业实践中更高效的发展进步。通过本研究,可以得出以下结论:1)从英语家庭作业内容上看,目前英语家庭作业内容比较单一,缺乏一定的创新性,学生书面作业内容占比还是比较大,学生参与家庭作业内容设计的意愿比较薄弱,不够强烈;2)从完成英语家庭作业的时间上看,目前学生基本每日都会有英语家庭作业,家庭作业时间还是比较合适的,老师对学生的基础能力水平有较好的把握和了解;3)在对英语家庭作业的认识方面,学生和老师表现的还不够成熟,只注重家庭作业的知识能力,忽视对于独立自主能力和与他人合作探索的综合能力的培养还远远不够,与新课改前区别不大;4)在英语家庭作业的反馈方面,教师亲自参与对学生家庭作业的反馈依然占主体地位,且主要通过打对错号、指出并订正错误两种方式对学生进行批改反馈。很显然大部分学生喜欢老师对自己的作业指出并订正错误,比较排斥单纯的打对错号,学生也比较喜欢教师通过写评语的方式对自己的作业进行反馈,从而获取更有参考意义的反馈。同时,也可以看出教师对于学生英语家庭作业的反馈形式逐渐呈现出多样性,学生互相批改和其它批改方式分别占一定量的比例。最后本研究针对目前高中英语家庭作业现状中存在的一些突出问题提出一些建议,以供高中英语教学借鉴,进而更好的促进高中英语教学的发展。
[Abstract]:As an important part of Chinese educational tradition, English homework in senior high school is an effective supplementary form for teachers to teach in addition to classroom teaching. At the same time, as the extension of school education, it can make up for the deficiency of classroom teaching. Since the implementation of the new curriculum reform, the educational objectives of our country have undergone tremendous changes, gradually changing from "examination-oriented education", which only focused on students' achievements, to "quality-oriented education" which focuses on the all-round development of students. However, both examination-oriented education and quality-oriented education pay more attention to the positive role of English homework in English teaching. The purpose of choosing to study the present situation of English homework is to find a better way to improve students' English comprehensive ability and to promote the development of the new curriculum reform. In this paper, through the analysis of the existing research results at home and abroad, combined with the current situation of local education, 200 students and 17 teachers in Yanan ordinary middle school and key middle school were investigated by questionnaire. Then the results are summarized from four aspects: the content of English homework, the time of completion of English homework, the cognition of English homework, and the feedback of English homework. So we can find some problems existing in high school English homework. The purpose of this paper is to make teachers and students have a good understanding of the present situation of homework, so as to promote students and teachers to develop and progress more efficiently in the practice of homework in the future. Through this study, we can draw the following conclusion: (1) from the perspective of English homework content, the content of English homework is relatively single, lacking some innovation, and the proportion of students' written homework content is still relatively large. Students' willingness to participate in the content design of homework is relatively weak, not strong enough) from the perspective of the time of completion of English homework, at present students basically have English homework every day, and the homework time is still more appropriate. Teachers have a good grasp and understanding of the students' basic abilities. In terms of understanding of English homework, students and teachers are not mature enough to pay attention only to their knowledge of homework. Neglecting the cultivation of the ability to be independent and to explore with others is far from enough, and there is not much difference from the new curriculum before the reform.) in terms of feedback on English homework, Teachers themselves participate in the feedback of students' homework, and mainly by typing the correct and wrong numbers, pointing out and correcting the errors of the two ways for students to correct the feedback. It is obvious that most students like the teacher to point out and correct the mistakes of their homework, and they are more resistant to simply typing the correct and wrong numbers. Students also prefer the teacher to give feedback to his homework by writing comments. In order to obtain more reference feedback. At the same time, it can also be seen that teachers' feedback forms for students' English homework gradually show diversity, and students' mutual correction and other correction methods account for a certain amount of each other. In the end, this study puts forward some suggestions on some outstanding problems existing in the present situation of English homework in senior high school, which can be used for reference in English teaching in senior high school, and then promote the development of English teaching in senior high school.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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