Excessive burden of homework is a problem existing in the basic education stage and is one of the main burdens that the masses of the people generally feel and actually bear. There is no way out if we only mechanically subtract in quantity, rather than fundamentally improving the quality of job design and implementation efficiency. Homework is an important part of the overall teaching design, and the teaching design without homework is a design with no end and no end. Homework design is not a simple and random thing, there is its basic follow-up, the author summarized into four important references, four major operational essentials.
Each relatively post-post link in the teaching process, its activity content, goal preset, organizational form and method combination need to be based on the previous link, and respond to the goal orientation and implementation effect of the pre-link, so as to be targeted and respond to needs. Homework is located at the end of the whole teaching process, and the gradual advancement of the previous links, the gradual achievement of the established tasks, and the realization of preset goals provide the necessary foundation for the homework design process, and also put forward requirements for high-quality homework design. The author believes that for high-quality job design, it is necessary to grasp four important references.
The first is to analyze and judge the academic situation. In the overall teaching design, the primary task of teachers is to analyze and judge the learning situation, which is the starting link of teaching design, which will play a vital role in the scientificity, pertinence, rationality and feasibility of teaching design. Without this step, the instructional design becomes the design of the no one in the eye, and the teaching can easily become the teaching of the no one in the eye. Teaching without "man" is worthless. The analysis and judgment of learning conditions is the setting link of teaching design, and it is also the setting link of homework design.
The second is to tap the ability and literacy that are closely related to the teaching content. In teaching design, the second important work is to study and dig deep into the ability and literacy that are closely related to the teaching content, which is the fundamental basis of teaching design. The fundamental significance of teaching lies in the ultimate goal of "generating ability and cultivating character from knowledge" through subject teaching. To this end, the specific function of researching and excavating the teaching content to cultivate students' ability and literacy cannot be ignored. Otherwise, it is difficult for knowledge teaching to be upgraded to the level of discipline education. Excavating the ability and literacy that are closely related to the teaching content is the orientation link of teaching design, and it is also the orientation link of homework design.
The third is to build scientific and reasonable teaching goals. Accurate analysis and judgment of academic conditions, research and excavation of abilities and literacy are conducive to providing a solid foundation for the scientific and rational construction of teaching objectives. Teachers should construct teaching objectives on this basis. The three-dimensional goal system of "knowledge and ability - process and method - emotion, attitude, value" and its specific scalar are all embodied in the responsibility for human development, focusing on the fundamental task of Lide tree people. The construction of scientific and reasonable teaching goals is the calibration link of teaching design, and it is also the calibration link of homework design.
The fourth is to clarify the implementation of classroom teaching. The establishment of teaching objectives is the yardstick of instructional design. With this yardstick, we can carry out "tailor-made" classroom teaching design: the programming arrangement of teaching content, the implementation method of teaching links, the selection and combination of teaching methods, the rational use of teaching material content, the expansion of information and the call of auxiliary materials, the creation of teaching situations, the design of problems for classroom training, the deep thinking and research of students, and the discussion of complex problem settings, all need to be considered around the achievement of teaching objectives. Clarifying the implementation of classroom teaching is the stereotype of teaching design, and it is also the stereotyping of homework design.
The role of the "ruler" of teaching objectives is equally effective for planning homework design. After-school assignment design, like classroom design, serves the achievement of teaching objectives together. If classroom teaching is the first and crucial step towards a set teaching goal, then after-school homework is the second and indispensable step towards a set teaching goal. Homework is an extension and continuation of classroom teaching, which plays a decisive role in consolidating and reinforcing the initial results of classroom teaching. Therefore, in addition to strictly referring to the teaching objectives, the design of after-school homework also needs to pay close attention to the implementation of classroom teaching, and according to the conclusion of the examination of the classroom teaching effect, appropriately adjust the objectives, contents and methods of homework design in a targeted manner, so that it and classroom teaching become a complete and continuous continuous process, in order to seek the final achievement of teaching objectives.
If each teaching link is to have the quality and efficiency output that should be there, and jointly serve the achievement of the overall teaching objectives, it is necessary to maximize the accuracy, feasibility, controllability and measurability of each link operation. To this end, in addition to grasping the four important references of homework design, teachers must also deeply study and grasp the four operational essentials of homework design, and apply them to the practice of homework design.
1. Clarify the work objectives
Assignment design should first focus on the setting of task objectives, and its operational essentials are to respond to teaching objectives, with the purpose of guiding students to refocus on learning objectives. Teachers mainly include the following four steps in presetting homework goals.
The first step is to analyze the design and requirements of teaching objectives, master the literacy training content set by teaching objectives, and analyze the learning objective requirements of different dimensions, which is a prerequisite for achieving a high degree of consistency between homework objectives and teaching objectives.
The second step is to focus on the learning priorities and difficulties locked in the teaching objectives, and design the homework goals around consolidating the key points and breaking through the difficulties, which reflects the pertinence of the homework goal design.
The third step is to anchor the academic quality requirements set by the teaching objectives, and establish a clear and clear scalar of job implementation that can be described, presented, controlled, measured, and evaluated, which reflects the feasibility of the design of the homework goals.
The fourth step is to synthesize the quality standards of each learning link designed in the teaching objectives, and design the homework objectives in stages and levels according to the gradual needs of the whole learning process, such as pre-class homework objectives, classroom practice homework goals, post-class review homework goals, practical inquiry homework goals, etc. This step emphasizes the progressiveness of the job goal design.
Assignment goals are determined by the overall goal of teaching, but cannot be completely replaced by the overall goal of teaching. The homework goal is more to serve the needs of students' independent learning and deep learning after class, and it is difficult to avoid arbitrariness, blindness and extensiveness without goal homework assignment.
2. Construct the content of the assignment
Constructing the content of the assignment is the foundation of the assignment design, and its basic essential is to focus on the core knowledge, with the purpose of guiding students to further consolidate, deepen and internalize the learning content. In 2020, the "China College Entrance Examination Evaluation System" formulated and promulgated by the Examination Center of the Ministry of Education clearly stipulates that the college entrance examination should point to the four layers of "core values, subject literacy, key abilities and necessary knowledge" in the examination of subject content, and summarize the basic characteristics of the examination content with "basic, comprehensive, applied and innovative". Referring to the above basic principles of college entrance examination evaluation, teachers should mainly solve the following four problems when constructing homework content.
First, the selection of homework content highlights the basics. Essential knowledge is an indispensable tool for students to understand, analyze and solve problems with high quality. The design of the homework content should highlight the focus on the core knowledge, that is, the basic concepts, basic principles, and basic methods. To this end, in the selection of work content, it is necessary to fully reflect the basicity, necessity and typicality, and avoid deviation from core knowledge, excessive difficulty or too low, mechanical duplication and other situations.
Second, the design of the work content should be integrated. Learning is a continuous activity, usually the results of the previous stage of learning is the basis of the latter stage of learning, the follow-up learning link is the continuation and upgrading of the previous learning link, therefore, the homework has the overall effect of knowing the new, knowing the depth, knowing the breadth, and knowing the connection. Under the traction of the main line of core knowledge, the design of homework content should be interrelated and integrated with the content of pre-class homework, classroom practice homework, after-class review homework, and extracurricular practice homework; class homework and unit homework should echo each other, forming a good relationship between the whole and part, decomposition and integration. If possible, assignments from different disciplines should also be randomly linked and complementary.
Third, the construction of homework content should pursue richness. The richness of the homework content is first reflected in the richness of the design angle, that is, the core knowledge is the main body, designed from different angles; secondly, it is manifested as the diversity of the learning level, that is, the design of the homework content involves from the consolidation of the necessary knowledge to the formation of key abilities, from the cultivation of subject literacy to the cultivation of core values; and the third is the freshness of material selection and material selection, that is, closely related to the background of the times and the actual life of students. The variety of contextualized assignments is more attractive and stimulating for students.
Fourth, the choice of homework content emphasizes differences. Students' cognitive ability and level vary according to age, life background, learning experience, personality, intelligence, etc., and the design of homework content should therefore emphasize differences to meet the development needs of different students. The homework content of the lower grades should be more inclined to the interesting design of hands-on practice and observation and expression; the homework content of the upper grades should be more inclined to the innovative design of comprehensive application and scientific inquiry; as far as the students of the same grade and the same class are concerned, the teacher should also face up to their objective individual differences and reflect the design intention of hierarchical classification.
The content of the assignment should respond to the objectives of the assignment and focus on the core knowledge. The quality of the assignment content is critical to the role it deserves in student learning. Boring homework content not only can not extend the process of independent learning, activate the continuous post-learning link, stimulate the internal driving force of students to enjoy learning and learning, but also easily lead to students' disgust and negative psychology.
3. Determine the form of operation
Determining the form of assignment is another key step in assignment design, and its basic essentials are to fit the specific learning situation, specific content and specific goals, with the purpose of promoting students to complete homework tasks with high quality. The job form is how the content of the job is rendered. There are many forms of work, and it is difficult to distinguish them by a logical dimension. Teachers should grasp four points of focus when choosing the form of homework.
First, focus on the learning characteristics of students. In the long-term learning process, due to the influence of personal intellectual characteristics and differences in the external learning environment, students will more or less consciously or unconsciously form personalized learning characteristics and styles, therefore, the form of student homework should be differentiated, different from person to person, depending on the specific situation.
Second, focus on specific learning content. Form is for content, and specific content needs to be presented in a specific form. Learning content is highly correlated with the form of homework, and different learning content requires different homework methods. Humanities subject assignments should choose more forms such as recitation, reading, debate, writing, and presentation; mathematical and physical discipline assignments should choose more forms such as calculation, measurement, drawing, experimentation, and inquiry; and art and sports discipline assignments should choose more forms of appreciation, imitation, creation, and training.
Third, focus on the way students learn. Specific learning styles also have an important impact on the form of homework, such as in group cooperative learning, more forms of communication, sharing, practice, experimentation and other forms of work should be designed; in project-based learning, more medium- and long-term project assignments or comprehensive assignments should be selected.
Fourth, focus on the learning foundation of students. Students' learning foundation also has an objective impact on the form of homework. For students with different learning foundations, different forms of homework should be adopted, such as debate, experimental inquiry and other forms of homework suitable for senior grades, which cannot be simply copied to relatively low grades, and vice versa. Even within the same section, the form of assignment needs to be layered.
The form of homework is positively correlated with the student's interest in completing the homework, and the appropriate homework form is conducive to the achievement of the goal of the homework and the improvement of the quality of students' learning, and at the same time, it can make students feel happy and fulfilled in the process of completing the homework. On the contrary, inappropriate forms of homework will reduce the effect of homework implementation, lead to students' fear of difficulties, and inhibit the continuous generation of students' interest in learning.
4. Strengthen the operation function
Maximizing the functionality of the job is the core requirement of the job design. To ensure the full release of homework functions, the basic essential is to focus on the improvement of students' literacy, the essence is to implement the fundamental task of Lide Tree, and ultimately to promote students from learning to learning, from learning to understanding to practical innovation, from learning and application separation to the unity of knowledge and action. The function of the operation is a process of gradual ascension from simple to complex, from low to high order. In the process of designing, organizing, controlling, and operating, teachers should pay special attention to the following four points.
First, strengthen memory and consolidate understanding. Assignments are an essential way to consolidate students' basic knowledge and skills. Before, during and after class homework, teachers should continuously strengthen the learning content with core knowledge as the main body, promote students to review, consolidate and master the knowledge they have learned, and continuously improve the corresponding abilities obtained from it.
Second, deepen cognition and expand horizons. Homework is an important part of teaching, due to time and space limitations and other reasons, it is difficult to achieve in classroom teaching to broaden the understanding and deep learning problems, can be solved through the homework compensation function. For example, social practice homework, journalism learning homework, information collection and collation homework, etc., can expand students' horizons; homework that uses the real situation as the background to understand and solve practical problems, news reviews, scientific exploration and other homework, help to deepen students' understanding. However, such assignments are difficult to implement in classroom instruction, but after-school assignments can provide sufficient time and space.
Third, comprehensive application and practical exploration. The improvement of students' thinking level and comprehensive ability is a high-level goal of learning activities. Homework such as subject expansion, experimental inquiry, and comprehensive discipline can make up for the lack of knowledge in a single discipline or a single class, and the knowledge system is incomplete, which is conducive to improving the quality of students' thinking.
Fourth, the improvement of literacy and the cultivation of morality. The essential function of education is to educate people, as one of the constituent links of the whole process of teaching, the essential function of homework must also be to educate people as the goal. Teachers should fully realize that the process of completing homework is also the process of independent learning of students, in this process, scientific and reasonable homework objectives, moderate homework content, flexible and appropriate forms of homework, related to the cultivation effect of students' comprehensive quality. The process of completing homework is also a process for students to train and cultivate excellent qualities such as the ethics of abiding by integrity, the quality of perseverance, the team spirit of being good at cooperation, and the sense of responsibility that dares to take responsibility, which also has the practical significance of educating people and implementing the fundamental task of Lide Tree.
"Learning" and "Xi" are inseparable, and the two constitute a complete learning process of back-and-forth, mutual promotion, cyclical reciprocation, and spiraling, promoting the harmonious growth of knowledge and insight, cognitive ability and non-cognitive ability. "Xi" is the main source of students' learning pleasure, because "Xi" is more challenging, and it is more necessary to be creative, highlight subjectivity, and tolerate diversity. Homework is a way of "Xi" that students can contact every day, and if this "Xi" can become more scientific and rigorous, targeted, and excellent in shape and quality under the careful design and careful guidance of teachers, it will surely make students enjoy it.
All in all, only by paying close attention to the conclusions of the learning situation analysis, the ability literacy involved in the teaching content, the teaching objectives and the implementation of classroom teaching, and only by accurately grasping the operational essentials of the construction of the homework objectives, homework content, homework form, homework function, etc., can we achieve high-quality homework design, efficient homework implementation and maximum student academics.
This article is from China Teacher Magazine, No. 1, 2022, written by Qi Xuedong and Liu Jianyou.
Source: Chinese teachers