初中英语家庭作业分析 59页

万方数据四川师范大学硕士学位论文homework1Stoodimculttofinishforsomepoorstudentswhohavetospendmuchtimeindoingit，whilesomethinkitiseasytofinish．Itmeansthedegreeofdifficultyvariesfromstudentstostudents．Moreover,thewayforteacherstoassesshomeworkiseithersimpleorsingle，whichalsodispelsstudents’enthusiasmofdoingthehomework．ItcanbesaidthatenoughattentionhasnotbeenpaidtoEnglishhomework．Therefore，itisofsignificancetoimprovetheproblemsofEnglishhomeworkinjuniorhighschools．TheSignificanceoftheStudyInrecentyears，thenewcurriculumreformhasalwaysbeenahottopicinChineseeducation，andpeoplegraduallybegintopaycloseattentiontotheeducationofjuniorhighschools．Homeworkisakindofpracticethatteachersusetoconsolidatethecontentsofclassroomteaching，whichcanimprovetheirteachingefficiency．Thehomework，whichisaskedtofinishbystudentsafterclassarecloselyassociatedwiththesuccessofteachers’teachinginclass．Moreover,ontheonehand，itnotonlycorrespondstothereviewandtheconsolidationofclassroomteachingbutalsofunctionsasthefeedbackandthetestofteachingefficiency．Ontheotherhand，homeworkcanhelpteacherstobuildabridgebetweenschools’educationandfamilies’educationwhichisaneffectivewaytoimprovestudents’Englishlearningskills．Therefore，inordertohelpstudentstoputknowledgeintopractice，teachersshouldusehomeworkasaneffectivewayintheirteaching．Allinall，thestudyofEnglishhomeworkisimportanttoimproveteachers’teachingefficiencyandstudents’learningefficiency,anditisalsoanimportantchannelwhichcanimprovetherelationshipbetweenteachersandstudents．Thus，theauthorwantstofindthecurrentproblemsandthereasonsofEnglishhomeworkinjuniorhighschools，andtoseekwaystosolvetheseproblems．ThestudyofEnglishhomeworklagsfarbehindotheraspectsofthenewcurriculumreform．”CompulsoryEducationCurriculumStandards”(2011，2—3)pointsoutthatthebasicideasofnewcurriculumstandardhavefollowingsixpoints：educatingtheentirestudentsandemphasizingthequality-orientededucation；focusingonthelearningprocedures，experientiallearningandparticipation；usingmoreformativeassessmentanddevelopinglearners’competence；optimizingmorelearningresourcesforstudents’learningandusage；payingmuchattentiontoindividualdifferencesandstressinglearner-centeredness；developingcompetence—basedobjectives．Thus，the2\n万方数据!竺竺!竺!!!竺studyofEnglishhomeworkisofgreatsignificance．ResearchesonEnglishhomeworkcanhelpteacherschangethetraditionalhomeworkdesigning，andreducehomeworkburdenoftheirstudents．ItcanalsoestablishcorrectingvaluesofEnglishhomework，andultimatelyenablestudentstoeliminatetheconfusionofEnglishlearningandtomeettheneedsofdoingthehomework．Therefore，EnglishhomeworkisnotonlyasupplementofEnglishclassroomteaching，butalsoakindofcurriculumresourceswhichcanimproveandreconstructthesignificanceofcourses．Nowadays，studiesonEnglishhomeworkarenotenough，especiallyEnglishhomeworkinjuniorhighschools．TherearemanyproblemsasregardtoEnglishhomeworkinjuniorhighschools．Forexample，theformsofEnglishhomeworkaretoosimple，mostarewrittenforms；somehomeworkistoodifficultforstudentstocompleteontime，andtheyhavetospendmuchtimeindoingtheseassignments，etc．Soitismeaningfultomakearesearchandtofinditsproblemsandreasonsinjuniorhighschools．ThePurposeoftheStudyBasedonotherinvestigators’researchresultsathomeandabroad，theauthormadequestionnairestostudentsandteachersofNO．1ExperimentalHighSchoolAttachedtoSichuanNormalUniversity．ThepurposeofthisresearchistodigoutthecurrentrealityofEnglishassignmentsinjuniorhighschools．Atthesametime，inordertoindicatetherightdirectionofEnglishhomeworkdesigning，theauthorpresentssomeprinciplesbasedonfourtheorieswhichare：multipleintelligencetheory,constructionisttheory,task-basedteachingtheory,andhumanismtheory．Fromthisresearch，theauthorwantstoknowwhattheproblemsinstudents’homeworkareandthereasonsbehindtheproblems．Andbasedonthestudy,shewishestomakesomesuggestionsthatwillhelpteachersimprovetheirwaysinEnglishhomeworkdesigning，andeventually,improveteachers’Englishteachingabilities．TheMethodsoftheStudyTheresearchmethodsofthisarticleare：themethodsofliteratureanalysis，questionnaires，interviewsandthesamplesanalysisofEnglishassignments．(1)Literatureanalysis．Byreadingbooks，newspapers，policytextsandresearch\n万方数据四川师范大学硕士学位论文findingsathomeandabroad，theauthoranalyzesandsummarizestheinformationfromtheseresourcestoformherowntheoreticalframework．(2)Questionnaires．Theauthordesignsandimplementsthequestionnairesforstudentsandteachersinajuniorhighsch001．ForthepurposeofacquiringthecurrentsituationofEnglishhomeworkinjuniorschools，shemakesadeepanalysisonthehomeworkfromfiveaspects：Thefinishingtimeofhomework；thepurposesoftheassignments；thecurrentformsofEnglishhomework；theattitudestowardshomeworkandtheassessmentsofhomework．(3)Samplesanalysis．TheauthoranalyzessamplesofEnglishhomeworksinceshewantstogetmoreinformationabouttheassessmentofthehomeworkinjuniorschools．Sheselects100students’Englishhomeworkrandomlyandmakesstatisticanalysisofthemtofindthepresentproblemsonthehomeworkassessmentinthisjuniorsch001．(4)Interviews．InordertogetfurtherdetailedandspecificinformationaboutEnglishhomeworkinthisschool，15studentsand5teachersarerandomlychosenfromtheparticipantsofquestionnairesbytheauthor．Thereare5questionsforeachoftheintervieweestoanswerpersonally．TheOverallStructureoftheStudyThisthesisincludesfiveparts：Introduction。literaturereview,researchmethodology,resultsanddiscussionandlastly,conclusion．Firstly,theauthorintroducesthebackground，themeanings，themethodsandtheoverallstructureofthestudy．AndinChapterOne，theauthorpresentsliteraturereviewonEnglishhomework．Shegivessomedefinitions，classifications，andfunctionsofEnglishhomework，andsheprovidessomeprincipleswhicharebasedonsometheoriesmentionedabove．ThepreviousstudyachievementsofEnglishhomeworkinjuniorschoolsathomeandabroadarepresentedintheend．Then，ChapterTwo，theauthorillustratestheresearchmethodology,presentingthequestions，participants，instruments，proceduresanddataanalysisofthestudyinthischapter．ChapterThree，shepresentstheresultsanddiscussionbasedonthetwokindsofquestionnaires，interviewsandresearchsamplesofEnglishhomework．Lastly,theauthordrawsaconclusion，whichconsistsoftheimplications，limitationandthesuggestionsforthefuturestudy．4\n万方数据ChapterOneLiteratureReviewOneLiteratureReview⋯。●一●ThischapterfocusesonsomerelevantconceptsofEnglishhomework．Firstly,itpresentsthedefinitionofEnglishhomework，andthengivesanintroductiontoclassifications，functionsandprinciplesofEnglishhomework．Lastly,theauthorintroducesthestudyofEnglishhomeworkinjuniorhighschoolsathomeandabroad．1．1DefinitionsofEnglishHomework“Homework’’oran“assignment”isarelativelywideconceptinapplicationfields．Therearemanyexplanationsforitasfollows：InOXFORDADVANCEDLEARNERS’English-ChineseDictionary(2004，86)，itmeansataskorpieceofworkthatsomeoneisgiventodo，usuallyaspartoftheirjoborstudies．InLONGMANDICTIONARYOFCONTEMPORARYENGLISH(2004，92)，itrefersapieceofworkthatisgiventosomeoneaspartofthem，orthatastudentisaskedtodo．Cihai(1999：2304)definesanassignmentasagiventaskthatpeoplemustfinishintime；ThePracticalEducationDictionarysaysthatanassignmentisalearningactivitythatstudentsshouldcompleteindependently,andthisassignmenthastwokindsofforms：in。classassignmentsandhomeworkassignments；InEncyclopediaofTeachers’Teaching(2011，123)，itinitiallyreferstotheindustrialoperationattheoutsideofthefactory,nowthetraditionalmeaningofthewordismainlyusedinsuchafieldreferstoastudytaskoutsideofthenormalclass．Ashomeworkisalsocalledhomeworkassignments，theterminologies“homework”，‘‘assignments’’thepaperusesaresamethings．Likethewebsitesays：Homework，orhomeworkassignments，referstotasksassignedtostudentsbytheirteacherstobecompletedmostlyaftertheclass，andderivesitsnamefromthefactthatmoststudentsdothemajorityofsuchworkathome．Commonhomeworkassignmentsmayincludeaquantityorperiodofreadingtobeperformed，writingortypingtobecompleted，problemstobesolved，aschoolprojecttobebuilt(suchasadioramaordisplay)，orotherskillstobepracticed(Wangxiufang气\n万方数据四川师范大学硕士学位论文20101．ThisideaofTheNoteofLearningisthebestexplanationtothedefinitionofhomework．Itrefersthatstudentsintheirsparetimeshouldhavetimetostudyaccordingtotheirinterestandhobbies(“退息必有居学”HeLingxiu2008)．Somedefinitionsofhomeworkaremadeinforeigncountries．AnAmericanscholar,Cooper,H(1989，85)describesthedefinitionofhomeworkasaworkthatisassignedtostudentsbytheirteachers，andthehomeworkshouldbecarriedoutduringthenon--schoolhours；Homeworkisataskthatworkersmustbecompletedin·-outofthefactoryaftertheirworkingtime(Walberg&Paschal1995)；Whenassignmentsareusedinthefieldofeducation，itreferstostudentsinextracurricularlearningorlearningisnotunderthedirectsupervisionofteachers(Devine1987)．Fromthesedefinitions，itcanbesaidthathomeworkisacontinuationofclassroomlearning，anditisusedtoconsolidatestudents’knowledgethathasleanedbefore，andhelpthemdigesttheknowledge．Furthermore，itisacontinuationofteachers’classroomteaching．Fromthedefinitionspresentedabove，theauthorconcludesthathomeworkoranassignmentisalearningtaskoranactivitythatstudentsshouldfinishaftertheclass．Itis，inessence，animportantlinkthatconnectingteachersandstudentsaftertheclass，andanimportantcomponentofteachers’teachingactivities．And，ithasafar-reachingpracticalsignificanceinstudents’Englishlearninginjuniorhighschools．Itcanhelpstudentsunderstandknowledgetheyhavelearnedinclass，cultivatetheirgoodlearninghabitsandpracticetheirautonomousleamingabilities，andenhancetheiranalyticandcreativeabilities．AnEnglishassignmentinjuniorhighschoolsisalearningtaskthatassignedbyteachersbeforeEnglishclassoraftertheclass，andthisassignmentistocatertotheneedsofteachers’teachinggoals，anditalsocanconsolidateteachers’teachingskillsandimprovestudents’variousabilities．Undertheguidanceoftheteachers，studentsneedtofinishtheassignmentwhichisanimportantlinkandmeansforstudents’Englishlearninginjuniorhighschools．1．2ClassificationsofEnglishHomeworkArranginghomeworkisawaytodeepentheunderstandingofanewclass．Anditisalsoapracticebywhichstudentsapplytheknowledgeintotheirreallife．Furthermore，itisanimportantpartofstudents’learningactivitiesandaneffectivewayforstudentstogainbasiclanguageskills．Lastly,itisanintegrativepartofcoursesinEnglish．6\n万方数据Chapter0neLiteratureReviewAccordingtoamodemteachingtheory,teachingprocessmainlyincludesthreelinks：theteachinggoals，implementteaching，andevaluations．Homeworkbelongstothelinkofevaluations，SOthestudyofitisnecessary．Wimrespecttotheclassificationsoftheprimaryandsecondaryschools’homework，foreignscholarsmostlyfocusonthevariousformsofthehomework．Theythinkhomeworkshouldhelpteacherstocultivatestudents’interestinEnglishlearning，topromotestudents’activethinking，andtoimprovetheirindependentinnovationabilities．Thehomeworkofjuniorhighschoolsisthemosteffectiveandthebasicmeansforstudentstoconsolidatetheknowledgetheyhavelearned，anditiSalsothemostdirectfeedbacktostudents’Englishlearning．Therefore，onlytodeeplyanalyzetheclassificationofEnglishhomeworkandtograsptheessenceofEnglishhomeworkinjuniorhighschools，canteachersmaximizethebenefitsofEnglishassignmentstohelpstudentsintheirlearning．Bylookingatallkindsoftheliterature，theauthorsummarizesthoseclassificationsasfoilows．Inforeigncountries，therearefourmaintypes：practicalassignments；writtenassignments；oralhearingassignments；performingassignments(ChenJianhua2011，33-34)．Cooper(1989，123)alsoclassifieshomeworkintosixaspects：(a)Ontheaspectoftheamount，itincludesfrequencyassigmnentsandlengthassignments；(b)Ontheaspectofthepurpose，itisdividedintoinstructionalassignmentsandnon．instructionalassignments；(C)Ontheaspectoftheskillutilizedarea，itinvolveswritingassignmentsandreadingmemoryorretentionassignnaents；(d)Ontheaspectofthedegreeofindividualization，itisgearedtoindividualstudents’assignmentsandgearedtogroupsofstudents’assignments；(e)Ontheaspectofthecompletiondeadline，itcoverslong。termassignmentsandshort—termassignments；(f)Ontheaspectofthesocialcontext，itinvolvesindependentassignments，assistedassignments，andstudents’groupassignments．LacontenmakesfurtherstudyandfindsthatstudentswithapoorabilityCandomoreconventionalhomework，whilestudentswithahighabilityCandomoreopen—structurehomework(SongBinhua2009)．Fromtheseclassificationswhicharepresented，theauthorfindsthatthemostcommonclassificationofhomeworkinforeigncountriesismadeaccordingtothepurposesofEnglishhomework．InChina，Englishhomeworkisbasicallyatypeoftest-orientatedassignmentintheprimaryorsecondaryschools．InJiMeizhen’Sthesis(2013，12．13)，shedivideshomeworkintodifferentkindsoftypes．Accordingtothecompletionformsofthehomework，itinvolvesoralassignments，writtenassignments，listeningandreading7\n万方数据四川I师范大学硕士学位论文assignments；Accordingtothedifficultlevelsofthehomework，itcanbedividedintothebasicassignments，exploringassignments，andtheresearchassignments；Accordingtotheparticipantsofthehomework，itincludestheindependentassignmentsandthecooperativeassignments．Theclassificationsoftheassignmentsarediversified，anditiscloselyrelatedtoteachers’teachinggoals．Inteachers’mind，homeworkishelpfulforstudentstoconsolidateclassroomknowledgeaswellastoimprovetheirteachingabilities．Intermsoffunctionsandobjectives，thehomeworkmainlyinvolvespracticingassignmentsandthepreparingassignments，buttheextendingassignmentsandthecreativeassignmentsarefew．JinPeng(2005，7—10)alsodividesEnglishhomeworkintofewparts：suchassoundassignments；layeredassignments；long—termprojectedassignmentsandprogrammingassignments．TanZhenhuathinksthathomeworkshouldbeincluded：assignmentsforreviewthetextbooks；assignmentsforreadingtheextracurricularbooks；assignmentstocompletethewrittenexercises；assignmentstofinishoralassignmentsandassignmentstocompletepracticalassignments(2000，123)．WuLipingandLuoXiaojie(2007，52)distinguishfourclassificationsofhomework：(a)writtenandoralformsofassignments；(b)short—termandlong-termhomeworkassignments；(c)distinctindividualhomeworkandteamassignments；(d)compulsoryassignmentsandalternativeassignments．LiXiuli(2007，37)alsopresentsfiveclassificationsofhomework：(a)Individualizedassignments；(b)Relatedtothetextbooksassignments；(c)Conformtotheactuallife’Sassignments；(d)Enrichlearners’experienceassignments；(e)Explorelearners’languageabilities’assignments．1．3FunctionsofEnglishHomeworkCooper,H(1989)hassaidthatfunctionsofEnglishhomeworkarethatteachershelptheirstudentstogettheknowledgeinclassandletthemimprovetheirleamingabilities．Soascientificandeffectivehomeworkcanguidestudentstoexperiencetheirlearningclasses，practicelanguageskills，participatekindsofactivities，andcooperatewiththeirteachers．Italsohelpsthemtofindlanguagerules，tograduallymastertheknowledgeandlanguageskills．Constantly,itadjustsstudents’emotionalattitude，letsthemtograsplanguagestrategies，anddevelopsself-leamingabilitiesintheirEnglishleaming．Atthesametime，thehomeworkisconductivetohelpstudentstoexperiencethesimilaritiesanddifferencesbetweenChineseandforeigncultureswiththecross—culturalandinnovativeconsciousness．andtoimprovetheirhumanisticqualities．\n万方数据Chapter0neLiteratureReviewFurthermore，theultimategoalofEnglishteachingistomakestudentsusethelanguagetocommunicatewithothers，andtoincreasesomeabilitieswhichcanbeusedintheirdailylife．Ifteachersdonotpayattentiontothehomeworkdesigningintheirteaching，theywillnotbeabletoachievetheiridealteachingeffectsinEnglishclass．InCooper’Sopinion(1989)，students,independenceandresponsibilitiescouldbecultivatedbyhomework．Thehomeworkrefotinletsstudentsgetridofmostassignmentsandworkbooks，whicheffectivelyreducesstudents’physicalandpsychologicalburdenofthem，andfinallyimprovestheirlearningefficiencyinEnglishclass．Inteachers’opinions，auniqueassignmentcanattractandinspirestudents’interestinEnglishlearning，SOstudentsfeelrelaxedwhilelearningEnglish．Duetotheeffectivecontrolofthefinishingtimeofhomework，studentshavemoretimeforfun，SOthatinsomecasestheyfeelatease．Moreover,thelayeredassignmentscarefullyarrangedbyteachersaretomeettheneedsofdifferentstudents，SOthatstudentsfeelthattheyaretherealmastersoflearninginEnglish．Furthermore，studentsdothereviewhomeworkeverydaywhichhelpsthemimprovetheefficiencyoflearninginclass，andtopromotethegoodlearninghabitsafterclass．Lastbutnotleast，withtheenrichmentofthehomework，studentshavemoresenseofachievementsandarebeneficialwhentheyreviewanexamination，SOtheyfeelrelativelyeasyintestingandgraduallyenhancethefunofleamingandconfidenceinEnglishclass．ThereflectionofhomeworkinEnglishteachingcannotbeignored．HomeworkisanimportantlinkinEnglishteachingaswellasanimportantwaytotheimplementationofmeknowledge．Itisanimportantcarrierforteacherstocultivatestudents’leamingabilities．Teacherscouldcheckitseffectsinrecentteachingstage，andcouldunderstandstudents’learningsituationinthisstagewiththeassessmentofhomework．Moreover,ithelpsteachersadjusttheirteachingscheduletimely,andultimatelyimprovetheirteachingmethods．Meanwhile，teachercouldrealizetheimportanceofworkingtogetherwithschoolsandparentsinstudents’learning．AsCoopersaid，homeworkcanenhancetherelationshipbetweenparentsandschools，andencourageparentstotakepartintheirchildren’Sstudy．Teachersshouldnottreatthemselvesastheonlyonestoassessthehomework，butalsoinviteotherstoparticipateinit．Asaresult，studentscouldgetagreatprogressinEnglishlearning．9\n万方数据四川师范大学硕士学位论文1．4PrinciplesofEnglishHomeworkManyscholarsagreethatthenewcurriculumreformisbasedonfourmaintheories：multipleintelligencetheory,constructionisttheory,task-basedteachingtheory,andhumanismtheory(HeXuexin2011)．Beingthetheoreticalbasisinanewroundofbasiceducationcoursereformofourcountry,theyhavetheimportantenlightenmentforEnglishhomeworkdesigninginjuniorhighschools．InordertodesignappropriateEnglishhomeworkinjuniorhighschools，teachersshouldabidebynewcurriculumreformtofindtheprinciples．Inthispart，theauthordiscussestheprincipleswithapplicationofthefourtheories．Throughsearchingalargenumberofresources，theauthorsummarizestheprinciplesbasedonthefourtheories．1．4．1DiversityandMultiformityGardnerpointsoutthat“forthedevelopmentofachild，themostimportantandthemostusefulmethodofeducationiStohelphimtofindaplacewherea11hisabilitiescanbeusedwell”(2006，5)．Followingtheprincipleofdiversity,teachersshouldadmitthatstudentsaredistinguishableindividuals．Becausestudentscomefromdifferentfamilies，theyhavedifferentbackgroundsanddifferentpersonalitiescomparedwithothers．Forexample，somestudentslikelisteningtomusicwhilewatchingbooksandsomestudentsareusedtolearningabookbywritingitscontentsonthepaper．Sincetheirdifferencesonintelligenceareinevitable，teachersshouldtakethemintoconsiderationwhentheyarrangethehomeworkinjuniorhighschools．Englishclassisdifferentfromotherclasses，suchasmathematics，requiringmorepeople’Ssubjectiveconsciousness．AspeopleoftensaythatthereareathousandHamletsinathousandreaders’eyes．Soteachersshouldfollowtheprincipleofmultiformity,andencouragestudentstowritedifferentanswersaccordingtotheirpersonalitiesandknowledgereserve．Furthermore，teachersshoulddesignvariOUSformsofhomeworkbasedonthedifferentcharacteristicsofstudents，suchaslayeredassignments，openassignments，etc．Onlyinthisway,canstudentsgainmaximumdevelopmentopportunitiesintheirEnglishlearning．．1．4．2Authenticity,PracticalityandPurposivenessInEnglishlearningenvironment，whendesigningEnglishhomework，teachersshouldconsiderthecreationofconstructionistsituationtostudents，payattentiontothe\n万方数据ChapterOneLiteratureReviewvalueofEnglishknowledgeinreallife，andletthecontentsofhomeworkclosertostudents’reallife．Moreover,teachersshouldfullygrasptherealpracticalaspectsintextbooks，closelyconnecthomeworkwithreallife，createareallanguagesituation，andmakestudentsrealizethepracticalsignificanceoflearningEnglish．Thus，inthefuture，studentscanuseEnglishinrealcontextfluently．Languagelearninghasastrongpracticality．StudentsCancultivateandimprovelanguageskillsthroughalotoflanguagepractice．、胁endesigningthehomework．teachershadbettercombinestudents’characteristicswiththeageandtheiractuallifeinjuniorschools，tocreateenrichedcommunicativeactivities，toencouragestudentstoactivelyparticipateinlanguagepracticeactivities，toletstudentsattempttouselanguagecreatively．Asaresult，studentsobtaindifferentpracticalexperience，andimprovetheircomprehensiveabilitiestouseEnglishindailylife．Englishhomeworkisacommunicativeactivity,onthebasisofstudents’relevantbasicknowledgeandbasicskillsanditalsohasitspurposesandresultsbyunderstandingthetargetlanguage．SoEnglishassignmentsshouldreflecttheapplicationofEnglishinlifeandconnectwi吐1students’reallifesituations．Thecontentsofhomeworkshouldbebasedonthetextbookknowledge，extendedtoeveryaspectofstudents’life，andteachersshouldalsoletstudentsexerciseontheknowledgetheyhave1earnedintheirfamiliarlife1．4．3SubjectivityandInteraetivityJuniorhighschoolstudentshaveastrongcuriosityandthirstforknowledgeacquisition，SOteachersshouldtakehomeworkasthecarriertoconstructappropriateEnglishlearningenvironmentforstudents，andtoarousestudents’inherentandinitiativelearningpotentials．Therefore，teachersshouldabidebytheprincipleofsubjectivity,followingstudents’individualimpressions，feelingsandopinionsonthehomeworkdesigning，tore—examinetherelationrolesofteachersandstudents，tohighlightstudents’subjectpositionsinEnglishassignmentsdesigning，totreatstudents’subjectivedevelopmentasanimportantpointinjuniorhighschools，toenrichlearningmethodswhichcanbechosenbystudentsontheirownwaytocompletinghomework．Learningtobecooperativeisabasiccontentofquality．orientededucationaswellasarequirementforpeopleinthisinformationage．Therefore，Englishassignmentsdesigninginjuniorhighschoolsshouldfollowtheprincipleofinteraction．Forexample，\n万方数据四川师范大学硕士学位论文studentscanmasterknowledgethroughmutualcooperationwiththeirparentsorpeers．Teacherscandesigngroupworktostudents，askingthemtofinishahandoutwithagroup．Inthisway,studentsintheprocessoffinishingthehomeworkcangettheopportunitytointeract，andimprovetheirabilitiesofcooperationwithothers．1．4．4HeuristicandInterestingTeachers’teachingshouldstartfromlearners’presentknowledgeexperience，andtheyshouldstimulatestudents’learningmotivationthroughfurtherways．Asteachers，itisbetterforthemtoguidelearnerstoobtainthenewknowledgeonthebasisofthepreviousknowledge，andprovideappropriatelearningenvironmentforlearners．Furthermore，theyshouldpayattentiontobuildnecessaryscaffoldingforlearnersattheappropriatetimeandmakestudentslayasolidfoundationateverystage．Interestisthebestteacher．TheeffectivenessofleamingwillbegreatlyimprovedifstudentsareinterestedinlearningEnglishwithenthusiasm．Infact，everystudenthasaninstinctofbeingcuriousabouttheunknownworld．Ifitcanbestrengthenedcontinuouslyinpractice，theywillmaintainsustaininginterestinlearning．Humanistictheorypaysattentiontodevelopingstudents’interestinlearning，anddeemsthatstudents’emotionisoneofthekeyfactorsaffectingtheteachingeffectsandstudents’learningperformance．Therefore，teachersshouldmotivatestudents’interestinlearningEnglishasmuchaspossible．1．5PreviousStudyonEnglishHomeworkResearchersathomeandabroadhavebeenmakingalotofstudiesonEnglishclassteachingtheoreticallyandpractically,butfewstudiesaremadeinjuniorhighschools’homework．Inordertoknowmoreaboutproblemsofthehomework，theauthormakesaresearchandhopestoimproveEnglishteachers’homeworkdesigninginjuniorhighschools．Herearetheauthor’SconclusionsofEnglishhomeworkathomeandabroad1．5．1TheStudyofEnglishHomeworkAbroadAtabroad，researchershavestudiedEnglishhomeworkfromsomeaspects．Forexample，studyonthefinishingtimeofhomework．ResearcherslikeCopper,H(1999)studiedtherelationshipbetweenhomeworkquantityandstudents’academic\n万方数据ChapterOneLiteratureReviewachievements．Inhisopinion，withinareasonablefinishingtime，Englishassignmentsforstudentswouldhaveapositiveeffect．Weston(1999)alsofoundthattherewasacurverelationshipbetweenthefinishingtimeofassignmentsandstudents’academicachievements．Whenitreachedtotheoptimaltime，students’academicachievementswouldbethebest，whileoncebeyondtheopticaltime，theachievementswouldbecounterproductive．Copper(2001)recommendedthatestablishtheoptimaltimeineachgradeonceaweek，andeachtimehas100minutesto120minutestodoallhomework．Ontheaspectsofformsandcontents，themostcommonclassificationinforeigncountriesisconsistentwiththepurposeofEnglishhomework．Cooperdividedhomeworkintofourtypes：thetypeofpracticingorreviewingassignments；thetypeofpreparingassignments；thetypeofexpandingassignmentsandthetypeofcomprehensiveorcreativeassignments．Lacontenhadafurtherstudyandfoundthatstudentswithpoorabilitiescandomoreconventionalassignments，whilestudentswithhighabilitiescandomoreexpandingassignments(SongBinhua2009)．Ontheaspectsofhomework’Sassessment，Paschal，Weinstein，&Walberd(1984)foundthathomeworkwithteachers’correctionorcommentsplayedagreaterrole．Bonyun(1992)alsothoughtthemorecorrectiveassignmentwasgiven，themoreachievementswereacquiredbystudents．Copperin1994didtheresearchonassignmentsevaluationandfeedback．Hepointedoutfourkindsofassessmenttypes：first，teachersteachstudentshowtofinishhomeworkmoreaccurately,correctsomeorallstudents’homework，andwritedownthecommentsonit；second，theygivethegradeestimationswithlettersorscores；third，theygivebothspokenorwrittenpraiseandcriticismtostudents；last，theygiveincentivestostudentsbasedonthecompletionofassignment．Ontheaspectoftheattitude，accordingtotheresearchofattitudestowardshomework，foreignscholarsfoundthatstudents，teachersandparentsallhavepositiveattitudestowardshomework．Andtheyalsofoundthereisapositivecorrelationbetweenstudents’academicperformanceandtheirattitudes．Leung(1993)studiedthestudents’attitudestowardshomeworkandfoundthemorepositiveattitudestowardshomework，thebetteracademicperformancetheywouldmake．Cooper(1998)madearesearch，buthisresultsweredifferentfromLeung’S．Hefoundtherewasasignificantnegativecorrelationbetweenstudents’attitudesandacademicperformance．Therefore．homeworkattitudesandtheirrelationshipbetweenacademicperformancesneedtobediscussed\n万方数据四川I师范大学硕士学位论文1．5．2TheStudyofEnglishHomeworkatHomeWhileinChina，onthequantityofEnglishhomework，GuoHua(2006)andotherresearchershavemadeasurveyin2006．Thesurveyindicatedthattherewasalargequantityofhomeworkinjuniorsch001．Thetypeofhomeworkwassingle，butthefinishingtimeofhomeworkwasexceedingthetimeprescribedbythestate．Forthehomework’Sproblemsonquantityandquality,professorRenBaogui(2006)haddonearelevantresearchontherelationbetweenthecompletiontimeofEnglishhomeworkandstudents’achievements．Theresultshowedthattherewasacurverelationbetweenthetimeandstudents’achievements．Inthebeginning，Englishachievementisimprovedbytheincreaseoftime．Butwhenthetimereachestoahalf_hourandEnglishachievementrosetothehighestpoint，Englishachievementwoulddecreasewiththeincreaseofthefinishingtime．Abouttheformsofhomeworkdesigning，facingthefuriouscompetitivepressureofentranceexamination，thetypeofEnglishhomeworkinChinaisbasicallyatypeoftest—orientatedassignmentintheprimaryandsecondaryschools．Intermsoffunctionsandobjectives，homeworkismainlymadeforstudents’knowledgepracticing，butassignmentsfortheknowledgeextendingarefew．JinPengalsoputforwardsometypesofhomework：suchassoundassignments；layeredassignments；long-termprojectedassignmentsandprogrammingassignments．ZhangTingtingthoughtthedesigningofEnglishhomeworkwasfocusingonhowstudentswerelearningandusingtheknowledge．Soshedividedhomeworkintoselectiveassignmentsandpracticingassignments．Ontheassessmentofhomework，SunQibin(2001)proposedamultipleevaluationmodel．In2006，LiQionghuaputforwardsymbolicevaluationmethods，delayedevaluationmethods，indirectevaluationmethodsanddevelopmentevaluationmethods．Allthoseweresubdivisionsofthemultipleevaluationmodels．FuXiaopingandZhouNingthoughtthathomeworkevaluationsneedtobevariouswithdifferentkindsofpeople．Teachersshouldtakeencouragementasabasicprincipalandtakecriticismascomplements，combiningcollectiveevaluationswithindividualevaluations．Ontheaspectsoftheattitudes，Eunsook(2000，125)madearesearchonChinesestudents’homeworkandfounddifferentattitudesleadingtodifferentworkingstyles．Studentswithhighlearninglevel，theyhavemorepositiveattitudestowardsdoinghomework，andprefertofinishhomeworkindependently．ButEunsookdidnotdiscusstherelationshipbetweenhomeworkattitudesandacademicperformance．Withcomprehensiveresearchesathomeandabroad，Englishhomeworkis\n万方数据ChapterOneLiteratureReviewgraduallydevelopingtoascientificandmaturestage．ButtherearestillmanyproblemsinChinaandabroad，andsomeresearchachievementsatabroadcanonlyreflecttheircountries’situation．Inaddition，someresearchersmadetheirresearchin1970sor1980s，SOtheseresultsmightbediscrepantwithtimepassing．Asaresult，theauthorselectssomerelevantexistingresearchachievementsathomeandabroad，andthenmakesaresearchwhichisanimportantguidingsignificanceforthedesigningofEnglishhomeworkin．juniorhighschools．\n万方数据四川师范大学硕士学位论文ChapterTwoResearchMethodology2．1ResearchQuestionsAccordingtothepreviousstudiesathomeandabroad，thoseresearchershavepointoutthattherearesomeproblemsinEnglishhomework．Firstly,thehomeworkhasexcessivequantity,butpoorquality；secondly,thedesigningofhomeworkisarbitrarywithoutplanningorpertinence；thirdly,thecontentofthehomeworkishardlyrelatedtostudents’dailylife，anditisnotinteresting．What’Smore，thestudyofhomeworkisnotenough，especiallythehomeworkinjuniorhighschools．ThepurposeofthisresearchistostudythepresentsituationofEnglishhomeworkinajuniorhighschool，andtofindouttheirproblems．．Consequently,basedonthefindingsoftheproblemsandtheprinciplesofthosetheories，theauthorhopestomakesomesuggestionsthatwillhelpteacherstoimprovetheirdesigningwaysinhomework．Thetwomainresearchquestionsareasfollows：(a)WhataretheproblemsincurrentEnglishhomeworkofjuniorhighschools?(b)Whatarethereasonsfortheproblems?2．2ParticipantsInordertomakethesurvey’Sdataauthentically，scientifically，andpersuasively，theauthorchooses150studentsand30teachersrandomlyfromNO．1ExperimentalHighSchoolAttachedtoSichuanNormalUniversity．Furthermore，consideringtheninthgradestudentsmustcarryontheseniorhighschoolentranceexaminations，thequantityofthehomeworkinninthgradewouldbeincreased，anditwouldnotbeconducivetothereliabilityoftheresearch．Sotheauthorjustasksstudentsofthegradesevenandthegradeeighttocompletestudents’questionnaires，andtheninvitesEnglishteachersofthesevenandtheeighthgradetofinishteachers’questionnaires．Theageofthosestudentsrangesfromthirteentofifteenwithdistinctivecharacteristics．Theyhavestrongself-awarenessandbegintolearnthingsinadifferentiationperiod，SOtheyaredifferent．andshouldbetreateddifferently．Whileteachersinthisschoolat1easthave\n万方数据ChapterTwoResearchMethodologythreeyearsteachingexperience．Someofthemareyoungteachers，andsomeareseniorones．AllofthemhavetheirpersonalopinionsonEnglishhomework．Theauthorholdstotheprincipleofvoluntaryparticipation，andtheparticipantsareallwillingtohelphertofinishthosequestionnaires．2．3InstrumentsTheinvestigationiscarriedoutbymeansofquestionnaires，interviewsandthesamplecollections．Inordertofindoutitsproblemsinjuniorhighschools，andtogivesomesuggestionsbasedonthefindingsthatwouldhelpteacherstoimprovetheirhomeworkdesigning，theauthormakesthosequestionnairesreferringtoEnglishteachingsyllabusofEnglishlearninginjuniorhighschools，andsomewell—knownquestionnairesofotherresearchers(suchasWenQiufang)．150questionnairesforstudentsand30questionnairesforteachersarehandedoutbytheauthor．Inordertomakethosequestionnairesmorescientifically,theauthorsaddssomeopeningquestionsintheend．Furthermore，inordertohaveabetterunderstandingofteachers’evaluationsofEnglishhomeworkinjuniorhighschools，shealsorandomlycollects100students’Englishhomeworkasresearchsamples．Firstly,shemakestheresearchfromthreeaspects：(a)themainbodyofassessinghomework(b)thecommonlyusedsymbolswhencorrectingthehomework(C)themethodsofevaluatingthehomework．Then，sheanalyzesthedatafromtheseparts，andpresentstheresultsintables(SeeAppendixVI)．Lastbutnotleast，shemakesinterviewswithsometeachersandstudentsrespectively,hopingtodeeplyinvestigateintothehomework．Alltheseresultswillbediscussedinthefindingsofquestionnairesinlaterchapters．2．3．1TheQuestionnaireforStudentsThequestionnaireforstudentsincludestwoparts．Forthefirstpart，thereareaseriesofmultiplechoicequestions(about15)；fortheotherpart，thereare3openingquestions．Thecontentofthemultiplechoicequestionsismainlyinvolvingfiveaspects：(a)thefinishingtimeofEnglishhomework；(b)thepurposeofEnglishhomework；(c)theformsofEnglishhomework；(d)theattitudestowardsEnglishhomework；(e)thedifficultiesofEnglishhomework．Eachoftheseaspectshasthreequestions，whicharerequiredtochooseoneormoreanswersbythestudentsif\n万方数据四川I师范大学硕士学位论文necessary．Afterfinishingthosequestions，therearethreeopeningquestions．(1)WhatkindofEnglishhomeworkhaveyoueverseenbefore?(2)WhatdoyoumostdislikeaboutEnglishhomework?Trytotellyourreasons．(3)IfyouwereajuniorschoolEnglishteacher,whatkindofhomeworkdoyouwanttodesignforyourstudents?AllthesequestionnairesarewritteninChineseSOthatstudentscouldunderstandthemclearly．Theauthordistributes150questionnairestothejuniorschoolstudentsofthegradesevenandthegradeeight．Onedaylater,theauthorcollectsthequestionnaires．Only130validquestionnairesareretrieved，20questionnairesareinvalidforthereasonofincompleteness．2．3．2TheQuestionnaireforTeachersThequestionnaireforteachersincludes15multiplechoicequestionsand2openingquestions．Thecontentofthemultiplechoicequestionscontainsfiveparts：(a)thefinishingtimeofthehomework；(b)thepurposeofthehomework；(c)theformsofthehomework；(d)theattitudestowardsthehomework；(e)theevaluationandfeedbackofthehomework．Eachpartconsistsofthreequestions，anditsanswerstothosequestionscouldbemorethanonechoice．Attheendofthesequestions，therearetwoopeningquestions．(1)WhatformsofEnglishhomeworkwouldyouliketodesignforyourstudents?(2)Whichaspectswouldyoufocusonwhenyoudesigningthehomework?Theauthormakesthequestionnairesfor30Englishteachersofthegradesevenandthegradeeightwhoownabundantteachingexperienceintheirjuniorschoolandhavetheirpersonalideasofdesigningthehomework．Furthermore，thosequestionnairesareallwritteninChinese，fortheconvenienceofunderstandingandcompletion．Allofthesequestionnairesareeffectivewhentheauthortakesthemback．2．3．3TheSamplesofEnglishHomeworkTheauthorrandomlycollects100students’Englishhomeworkasresearchsamplestoanalyzethepresentsituationofteachers’assessmentinjuniorhighschools．Allthishomeworkiscorrectedbyteachersorstudents．Theauthormainlycollectsandanalyzesthedatafromthreeaspects：(a)thesubjectsofcorrectinghomework；(b)thecommonlyusedsymbolswhencorrectinghomework；(C)themethodsofevaluatingthehomework．AllthoseresultswillbepresentedinAppendixV\n万方数据ChapterTwoResearchMethodology2．3．4InterviewsTheauthormakesfacetofacecommunicationwith20interviewees．Allofthemarerandomlyselectedfromtheparticipantsofthequestionnaires．Andtheyareexpectedtoanswerfivequestionsfromtheirstandpoints．Forstudents：(1)HowmuchtimedoyouwanttospendonyourEnglishhomework?Why?(2)WhatdoyouthinkistheprimarypurposeofteachersondesigningEnglishhomework?(3)Whatkindofhomeworkdoyouwanttodomost?(4)HaveyouevertakenpartintheassessmentofEnglishhomework?(5)Whatisyourattitudewhenyoumeetthedifficultiesinyourhomework?Forteachers，(1)Howmuchtimedoyouthinkstudentsshouldspendontheirhomework?Why?(2)Whatisyourmainpurposeofdesigningthehomework?(3)Whatkindofhomeworkdoyouthinkstudentslikebest?(4)Haveyoueveraskedstudentsortheirparentstohelpyouassessthehomework?(5)Whatisyourattitudewhenyourstudentsmeetingthedifficultiesinthehomework?TheinterviewresultsaresummarizedinAppendixVI．2．4ProceduresTheauthordistributed150students’questionnaires(seeAppendixI)tothestudentsofNO．1ExperimentalHighSchoolAttachedtoSichuanNormalUniversityonJune7，2014．Thosestudentswereallchosenfromthegradesevenandthegradeeightasrandomsamples．TheywereexpectedtoexpresstheirideasonthecurrentEnglishhomeworkofthejuniorhighsch001．Beforedoingthequestionnaires，theauthorgavesomeexplanationstotheselectedstudents．Toberequiredtofinishthesequestionnaireshonestlyandanonymously,theywereaskedtochooseoneormorethanonesoftheanswerstothequestionsfollowingtherequirementsofthequestionnaires．Intheend，theauthorcollected150questionnairesonJune8，2014，andfoundthat130students’questionnaireswerevalidwhile20questionnaireswereinvalid．Lastly,thedataofthequestionnaireswouldbeprocessedbycomputerwithSPSSinafewdays，andtheresultswouldbeshownintheauthor’Sthesis．Aftermakingthequestionnairesforthestudents，theauthordistributedteachers’questionnaires(seeAppendixII)totheteachersofthisjuniorschoolonJune8，2014．Theywerealsoaskedtofinishthesequestionnairesaccordingtotherequirementofthequestionnaires．Atthesametime，theauthorselected100students’Englishassignmentstomakeabetterunderstandingoftheassessmentsofthehomework．Afterthreedays，\n万方数据四川师范大学硕士学位论文theauthorgotback30teachers’questionnairesofgradesevenandgradeeight，andallofthequestionnaireswerecompletedvalidlybytheseteachers．Onthesameday,theauthorcarriedontheinterviewswiththestudentsandteachers．Finally,thedataofthequestionnaireswereanalyzedbycomputerseveraldayslaterandtheresultswouldbepresentedinhistogramsoftheauthor’Spaper．2．5DataCollectionInordertoknowthepresentsituationandtheproblemsofEnglishassignmentsinjuniorhighschools，theauthorcollectedthedatawiththreemethods．Forquestionnaires，thereweretwotypes：thequestionnairesofstudentsandthoseofteachers．Thenshecollected100students’Englishassignmentsasresearchsamplestoanalyzethedataandmadeinterviewswith15studentsand5teachers．Last，shemadeinterviewswithteachersandstudentsinthissch001．TheauthorcompiledthesequestionnairesattheendofMayin2014，andissuedthequestionnairesonJune7，2014．150questionnairesweredistributedforstudentswhile30wereforteachersinNO．1ExperimentalHighSchoolAttachedtoSichuanNormalUniversity．ShetookbackthequestionnairesofstudentsonJune8，andcollectedthequestionnairesofteachersthreedayslater．130questionnairesmadebystudentsand30questionnairesmadebyteacherswerevalid．Inordertomaketheresearchdatamorepersuasive，theauthorpicked100students’EnglishassignmentsrandomlyasresearchsamplesonJune8，2014，andhadinterviewswithteachersandstudentsseparatelyonJune11，2014．Theauthorobtainedalltheseresultsfromthoseinstruments，andanalyzedthedatabyusingMicrosoftExcel．Inthepaper,shepresentedtheresultsbyusingpercentagetermsandhistograms．Someofthefurtherresultsanddiscussionarepresentedinthefollowingchapter．20\n万方数据ChapterThreeResuitsandDiscussionThreeResultsandDiscussion3．1Students’QuestionnairesOnthebasisofthecontentsofstudents’questionnaires(seeAppendixI)，theauthoranalyzedandsummarizedthefollowingseveralaspectsofEnglishhomeworkinthejuniorhighsch001．3．1．1TheFinishingTimeofEnglishHomeworkAccordingtothequestionnairesofstudents，thefinishingtimeofEnglishhomeworkinthejuniorhighschoolispresentedinHistogram3．1．1asfollows：60．OO％50．OO％40．OO％30．OO％20．00％】．O．OO％O．OO％47．69％4L54％8．46％。2／‘3豳豳豳\n万方数据四JII师范大学硕士学位论文120．00％100．00％80．OO％60．OO％40．OO％20．00％0．00％100。000／o㈣蕊黼麟鬻i霭l圈O．00％O．OO％0。00％瀚藤黟霜AeverydayBOllCeeverytwodaysCOllCeaDunstableweekQ2：HowoftendoyoudoEnglishhomework?50．00％45．OO％40．00％35．00％30．OO％25．00％20．OO％15．00％lO．00％5．OO％O．OO％4互：圣璺％豳l霾l33．08％戮l豳№瞄曩雾戮鬻i蕊。圜_鋈l霾lI黧ll2．31％’li‘l2．31％錾l，震函豳两嚼舞一霾。I．圜豳。霾豳AtimeistoolongBtimeiSlongCtimeislessDtimeiSrm'elyEsaynotclem"Q3：What’Syore"classlnates’viewofthefinishingtimeonEnglishhomework?Histogram3．1．1Fromtheabovehistograms，thedataofQ2showsthatallstudentsdoEnglishassignmentseveryday．ItmeansthatdoingEnglishhomeworkisabsolutelyahigh-frequencyactivityinjuniorhighschools．Furthermore，basedonQI，itrevealsthat47．69％studentscanfinishtheirhomeworkin30minutes；41．54％studentsspend30to60minutesonit；andafewofthem(2．31％、finishitmorethanonehour．ThedatapresentsthatmoststudentsfinishingtheirEnglishhomeworkinhalfanhourorlessthanonehour．Besides，fortheirinterviews(seeAppendixvI)，althoughsomehomeworkisdifficult，alargenumberofstudentscanfinishthemwithintheprescribedtime，and22\n万方数据ChapterThreeResultsandDiscussionregardthatthedifficultiesofhomeworkassignedbytheirteachersismoderateandadaptive．However,thereare8．46％studentswhoarenotsureabouttheirfinishingtimeofdoingthehomework．Theycomplainthatthehomeworkistoohardtofinishitontime(seeAppendixvI)．Butoverall，moststudentscancompletetheirassignmentsin30minsto60mins．Meanwhile，45．38％students(Q3)thinkthatthepresentassignmentsarenottoomuchfortheirclassmates，while16．92％studentssaysthattheirclassmatesspendlongtimeindoingtheassignments，andeven33．08％studentsconsiderthattheirclassmatesarenotsurefortheirfinishingtimeofthehomework．Fromtheabovedata，theauthorfindsthatmoststudentscanfinishtheirassignmentsontime，buttherearesomestudentscannotholdagoodtimetodotheirworks．Mostofthemthinkthattheassignmentsarenotparticularlydifficultandcanbefinishedinrequiredtime，onlyafewfailedtofinishtheassignmentsintime(seeAppendixvI)．Furthermore，instudents’opinions，theywanttofinishtheirhomeworkin30mins，becausetheyhaveotherassignmentstodo．3．1．2ThePurposeofEnglishHomeworkThestatisticalresultsofthepurposeofEnglishhomeworkareshowninHistogram3．1．2：45．00％40．OO％35．OO％30．OO％25．OO％20．OO％15．0。％10．OO％5．OO％O．OO％40．7’7％36．15％12．31％8．46％2_31％圈．瞳．_AimproveSC0resBconsolidatetileknowledgeCinterestingDmeetfileEsaynotrequirementsclearofteachersandparentsQ4：＼Ⅳqaat’Syotu"mainpurposeofdoingfilehomework?\n万方数据四川I师范大学硕士学位论文80．00％70．00％60．OO％50．00％40．00％30．OO％20．Oo％10．Oo％O．00％⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一73．08％⋯⋯⋯⋯⋯⋯’’蘑叠豳豳蕊ll黼5《ll16．92％凰圈圈I暖li。隧蓬6．92％圈竺a豳豳AcultivatetheBcompleteCilnprovetheDnotclearlearningtheteachingscoresabilitiestasksQ5：Whatdoyouflfinkisyourteachers’mainproposeofdesigningthehomework?60．OO％50．OO％40．OO％30．OO％20．OO％lO．OO％O．00％50．OO％I目∞il鬻lIlIi震i《|l5强3nn0％2’一u口弱目∞14．62％__—__-5．38％Il。曩目|AccordingtoQ4．40．77％studentsadmitthattheirmainpurposeofdoingthehomeworkistoimprovetheirEnglishscores；36．15％studentsdesiretoconsolidatetheknowledgethattheyhavelearnedinclass；12．31％students’maingoalistocompletethehomeworkonaccountoftheirinterestinstudyingEnglish；andafew(2．31％)thinkthattheydothehomeworkmainlycatertotheinspectionsoftheirteachersandparents．24\n万方数据ChapterThreeResultsandDiscussionAsaresult，itcanbeseenmoststudentsclearlyknowtheirmajorpurposeofdoingthehomework，butitistooutilitarianthanotherpurposes．Therearestill8．46％studentswhoarenotclearabouttheirmainpurposeofdoingtheassignments，andtheyjustdoasteacherssay．ForQ5，73．08％studentsthinkthattheirteachers’mainpurposeofarranginghomeworkistohelpthemimprovetheirEnglishscores；only16．92％studentsthinkthatitistoimprovetheirEnglishlearningabilities；and3．08％studentsevendeemthatitistheirteachers’teachingtaskswhichneedtobedoneeveryday．Thiscommentaryisconsistentwithstudents’interviews．Moststudentsarguethattheirteachers’primarypurposeofdesigningthehomeworkistoimprovetheirlearningscores，andafewstudentseventhinkthatistheirteachers’dailyteachingworks(seeAppendixⅥ)．However，inteachers’opinions，improvingstudents’Englishscoresisjustoneoftheirpurposesinsteadofthemostimportantone．Theywishtostrengthentheknowledgethatstudentshaveobtained．Thetwoquestions(Q4，Q5)alsoindicatethesamecomments．Certainly,inQ6，halfofthestudentsthinkEnglishassignmentsarestillgoodfortheirimprovementofcomprehensivelanguageabilities，eventhoughtheirmainpurposeistoimprovetheirEnglishscores．So，theauthormakesaconclusionthatmoststudentsdonothaveapositivemainpurposeofdoingtheassignmentsanddeemthattheirmainpurposeistoimprovetheiracademicperformance．Andinteachers’interviews(seeAppendixvI)，therearefewofteachersadmitsthemmainlyinordertoimprovestudents’learningscores．Theyexplainthatthosestudents，whoareinanarrowmind，havingone—sideviewonthepurposeandneglectingotherimportantpurposesofdoingtheassignments．Thehomeworkcannotonlyhelpthemtogethigherscores，butalsoCancultivatetheirinterest，consolidatetheirlearnedknowledgeandimprovetheirEnglishlearningabilffies．3．1．3TheFormsofEnglishHomeworkBasedontheanalysisofthedata，theformsofEnglishhomeworkinajuniorhighschoolarepresentedinHistogram3．1．3：25\n万方数据四川师范大学硕士学位论文2680．00％70．00％60．OO％50．00％40．OO％30．00％20．OO％lO。00％O．OO％．73，08％羞糊蕊一蕊I13。85％图豳5．380／63．85％圈．1．曩．豳．霸．睡黼。，8AfomlofBformofCformofDfolmofEnoideaconsolidationusinginlifeEnglishstudets’practiceintez’estQ7：WhatfollnSofEnglishhomeworkdoyouoftendo?60．00％50．OO％40．OO％30。00％20。OO％lO。OO％0．OO％Avel3rBnotveWCrelativelyDahnostEhavenotclosenocontactconsideredQ8：Doyoutlfillkwhefllerfilerelationshipbetweentile1lomeworkandreallifeisclose01’not?\n万方数据\n万方数据四川师范大学硕士学位论文dothehomeworkfortheirinterestwhichcanbeusedinreal1ifewhicharealsomentionedinstudents’interviews(seeAppendixVI)．Moreover,inQ8，only6．15％studentsthinktherelationshipbetweentheformsandreallifeisveryclose，andalargeproportionofremainingislittlecontactandnocontact．Thesedataindicatethatstudentsarenotsatisfiedwiththepresentformsoftheassignments．Furthermore，theQ9ofstudents’questionnairespresentsthefactthat33．08％studentstendtochoosehomeworkbytheirinterest；32．31％studentsarewillingtochooseEnglishhomeworkwhichcanbeusedinreallife．Only15．38％studentsand10％studentslikedoingtheassignmentsforknowledgeconsolidationandEnglishpractice．Itcanbeprovedthatstudentsareinclinedtodotheassignmentsfortheirinterestandforthepracticaluseinreallife．Thisviewisalsoconfirmedinstudents’interviews(seeAppendixVI)．3．1．4TheAttitudestowardsEnglishHomeworkTheresultsofstudents’attitudestowardsEnglishhomeworkaredisplayedinHistogram3．1．4：2870．OO％60．00％50．OO％40．OO％30．OO％20．OO％lO．OO％O．OO％63．08％17．69％10．oo％l■9．23％。一．II黧。_。霉\n万方数据ChapterThreeResultsandDiscussion45．00％40．OO％35．OO％30．OO％25．OO％20．00％15．OO％lO．OO％5．OO％O．Oa％40．OO％36．15％麓13．08％lO．77％2．31％4．62％11．54％．一．i。_\n万方数据四川t师范大学硕士学位论文interviews(seeAppendixVI)，fewofstudentsalsosaythattheydislikedoingtheassignments，butforenhancingtheiracademicperformance，theyhavetheirassignmentsdonebyfollowingteachers’arrangements．That’SwhytheauthorgotsuchdataofQ10．Inthelongrun，itwillhaveanegativeeffectontheirEnglishlearning．ForQ11，moststudentsareactivetosolvethedifficultieswhentheymeettheminthehomework，butmostofthemdonotknowhowtosolvethemwithappropriateways．Thisphenomenonalsoshowsinstudents’interviews(seeAppendixVI)．Moststudentsarewillingtosolvethedifficultiesactively,buttheyoftenfeelhelpless．AndinQ12，81．54％studentsexpresstheirideathattheywilltrytheirbesttofinishthehomeworkwithpositiveattitudes．ItisagoodphenomenonthatstudentscantaketheinitiativetolearnEnglish．But，therearestill11．54％studentswhoevendonotknowtheirattitudestowardsdoingtheassignments．Tosumup，mostofthejuniorschoolstudentshavepositiveattitudes，andonlyafewofstudentshavenegativeattitudestowardsdoingtheassignments．Teacherscannotignorethesmallnumberofthosestudents，butfindwaystochangetheirattitudestowardsthehomework．3．1．5TheDifficultiesofEnglishHomeworkThedifficultiesofthehomeworkinjuniorhighschoolsarepresentedinHistogram3．1．5：3060．00％50．00％40．OO％30．OO％20．O。％lO．O。％O．00％56．15％29．23％l《6．92％7．69％．凰．曩目一目翔蘼骠．．一AnotusuallyBoccasionallyCusuallyDDOideaQl3：HowoftendoyoumeetWedifficultiesinyom1lomework?\n万方数据ChapterThreeResultsandDiscussion50．00％45．OO％40．009635．009630．OO％25．OO％20．OO％15．OO％l0_00965．0096O．Oa％60．OO％50．00％40．00％30．OO％20．Oo％lO．Oo％O．00％46．15％矗蕊露蕊翮圈l豳。22．31％23．08％8．46％。_．17．69％l______一％．l■■■■■■嘲\n万方数据四川师范大学硕士学位论文reallymasterorunderstandthisknowledge，SOitisveryhardforthemtofinishthehomeworkperfectly．Meanwhile，23．08％studentsthinkthatsomeknowledgehasneveracquiredbefore．SOtheydon’tknowhowtoworkwiththem；22．31％studentssaythecontentofthehomeworkistoodifficulttounderstand．Allofthosereasonscanexplaintheincompletenessofthehomework．Furthermore，theauthorwantstoknowhowstudentswilldowhentheymeetthedifficultiesinthehomework，SOshemakesaquestiontoseekouttheresults．InQ15，47．69％studentssolveproblemsbythemselves；43．85％studentsasktheirteachersorparentsforhelp；andonly7．69％studentswriteananswercasually,nomatteritisrightorwrong．Thosedataalsodemonstratethatthemajorityofstudentshavepositiveattitudestowardsdoingthehomeworkwhentheymeetthedifficulties，andprefertosolvetheseproblemsbythemselves．Intheirview,onlyoccasionallysomeassignmentsaretoodifficultforthemtocomplete．3．2Teachers’QuestionnairesAftermakingtheanalysisofteachers’questionnaires(seeAppendixII)，theauthorfindstheresultsofthesemultiplechoicequestionsinfiveparts．3．2．1TheFinishingTimeofEnglishHomeworkAccordingtotheresultofthequestionnaire，teachers’viewsonthequantityofEnglishhomeworkareshowninHistogram3．2．1：32lOO．00％90。OO％80．OO％70．OO％60．00％50．00％40．00％30．00％20．OO％lO．OO％0．OO％93．33％璧l黧目目豳3-33％．3。33％目U蕊翮I霸禹霸离丽i霸霜露露丽AevervdayBonceeveryConceaDunstabletwodaysweekQ1：HowoftendoyoualTmlgeWeholnev扩ork?\n万方数据ChapterThreeResultsandDiscussion90．OO％80．00％70．00％60．OO％50．00％40．OO％30．OO％20．00％10．00％O．OO％76．67％黼糊20％圈一3．33％．豳■。o．嘲A30minsB30-CmorethanDunstable60rains60minsQ2：Howmuchtimedoyoumxmlgehomeworkforyoltrstudentstofinishit?80．OO％70．OO％60．OO％50．OO％40．00％30．OO％20．00％10．OO％0．0096AableBbasicallyCtillableDnotSHl。eableQ3：Callstudentsfimshtilehomeworkontime?Histogram3．2．1ForQ1oftheteachers’questionnaire，93．33％teachersarrangetheassignmentseveryday；3．33％teachersgivetheassignmentsonceeverytwodays；andonly3．33％teachersarenotsurethefrequencyofarrangingtheassignments．Itmeansthatthefrequencyofdoinghomeworkisrelativelystableandmostteachersthinkdoinghomeworkeverydayisnecessaryforpracticingtheirstudents’Englishlearningabilities．Furthermore，basedonQ2，76．67％teachersthinktheirstudentscanfinishtheassignmentsin30minutes；20％thinkittakes30to60minutesforstudentstofinishtheassignments；onlyafewteachers(3．33％)donotmakesurestudents’timeoffinishingtheassignments．Itcanbeseensometeachersarenotawareoftheimportanceofstudents’finishingtimeofdoingtheassignments．Astheysaidintheinterviews(see33\n万方数据四川师范大学硕士学位论文AppendixVI)，theyonlycareaboutwhattheformsoftheassignmentsstudentswilldo，ignoringhowlongorhowmuchtimestudentswilldoafterclass．AccordingtoQ3，66．67％teachersdeemthattheirstudentscancompletethehomeworkontime；33．33％teachersthinktheirstudentsarebasicallyabletofinishthehomeworkbeforethedeadline．Thisdataillustratesthatmostteachershavetheawarenessofstudents’finishingtimeofdoingtheassignments．Moreover,inteachers’interviews(seeAppendixvI)，theyhavesaidthatstudentsshouldspend30minsto60minsindoingtheirassignments．Becausetheythinkthisisanappropriatetimeforstudentstoconsolidatetheirlearnedknowledgeandimprovetheirlanguageskills．Howevegstudentsarguedthat(seeAppendixvI)theywanttocompletetheassignmentsinashortertime，lessthan30mins．Thus，thereisadifferencebetweenteachersandstudents’properfinishingtimeofdoingthehomework．3．2．2ThePurposeofEnglishHomeworkThepurposeofEnglishhomeworkinjuniorhighschoolsispresentedinHistogram3．2．2：3470。00％60．00％50．00％40．OO％30．00％20．00％10。00％0．00％58．97％圈28．2l％I12．82％圄圆圈圜’誉一j。．_。o\n万方数据ChapterThreeResultsandDiscussion120．OO％100．OO％80．OO％60．009640．009620．OO％O．Oo％96．67％O3．33％lO％3．33％_．teacherscomplainthatstudentsoftenmisunderstandthem，consideringthatteachersgivethehomeworktotheminordertoimprovetheiracademicperformance，whilein\n万方数据四川师范大学硕士学位论文teachers’view(seeAppendixVI)，mostofthemtendtoenhancetheknowledgethatstudentshavelearned．Ofcourse，asweknow,thesolidfoundationofknowledgewillimprovestudents’scores，butinteachers’view,theiroriginalpurposeisnotjustwanttoimprovestudents’learningscores，knowledgeconsolidationismoreimportant．Theremayexistsomemisunderstandingamongstudentsandthem．Moreover,accordingCotheteachers’questionnairesandtheiropeningquestions，itcanbeconcludedthatmostteachersthinkimprovingstudents’Englishscoresisonlyoneoftheirimportantpurposes．However,fewofteachershonestlysay,theyarelikelytopursuestudents’scores．Eventhoughintheirquestionnairesthisdatadisplaytheirmainpurposeistocultivatestudents’Englishabilities，therealsituationisthattheystillarrangethehomeworkfortheirstudents’knowledgeconsolidations(seeAppendixVI)．Itmeansthatintheirinnerheart，improvingEnglishscoresisstillanindispensablepurpose．Thisviewcouldbeapprovedinteachers’interviews(seeAppendixVI)．Furthermore，Q5illustratesthat96．67％teachersthinkthepresenthomeworkwhichisassignedbythemcanconformtostudents’interestinsomeaspectsofEnglishlearningandforQ6，mostofthem(86．99％)considertheaimofthehomeworkinalargeextentistoimprovethewholeskillsoflistening，speaking，readingandwriting；only10％teachersthinkthefunctionsofthehomeworkarenotobvious．A11theseaboveconclusionsmatchtotheresultsofteachers’openingquestions(seeAppendixIV)．Comparingwithstudents’mainpurposesofdoingtheassignments，theauthorfindsthereisadifferentmainpurposebetweenstudentsandteachers．ThisisaprominentprobleminthepresentsituationofEnglishhomeworkinjuniorhighschools．3．2．3TheFormsofEnglishHomeworkTheresultsoftheformsofEnglishhomeworkinjuniorhighschoolsaredisplayedinHistogram3．2．3．36\n万方数据ChapterThreeResultsandDiscussion90．00％80．00％70．0。9660．OO％50．OO％40．00％30．OO％20．00％lO．Oa％O．OO％90．OO％80。OO％70．OO％60．00％50．OO％40．OO％30．OO％20．0a％lO．OO％O．OO％’7．78％擞鲻缓13．89％圈圜圜5．56962．78％．-。豳_．一．o．AfomlofBfomlofusingCfonnofDformofEnoideaconsolidationinlifeEnglishpracticestudents’interestQ7：WhatfonnsofEnglishhomeworkdoyouoftenanm：geforyoursmdents?85．。哺．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．．8．57％5．71％■___u\n万方数据四川I师范大学硕士学位论文50．OO％45．00％40．00％35。00％30．00％25．00％20．OO％15．OO％lO．00％5．00％O．00％46．67％40％赫鬻黼嚣l日㈣目＆潮ll豳鍪圈霾翟l豳霾阔8l霆8黼霞目。蕊隧E蕊霾lIl。l霭il麟鬟。l6．67％籀l霞III6．67％瑶9目目霾l目l口_目Ⅱ目_溺暖圈豳l．嘲⋯～⋯⋯嘲．露目醢目睡硼《8蘩目霪圈IAverycloseBcloseClikeaDnotclosegeneralQ9：Doyoutimakwhefllermerelationshipbetweenflaehorneworka】1drea|1iFeiscloseornot?Histogram3．2．3ForQ7，teachersadmitthattheyoftenarrange77．28％homeworkforstudentswiththepurposeofconsolidatingexistingknowledge；13．89％assigomentsarc，the．formofusingEnglishinauthenticlife；5．56％homeworktakeEnglishasmerelanguageacquisitionpractice；only2．78％homeworktakecareofstudents’interest．Fromthedata，themainformofthehomeworkiStoconsolidatestudents’learnedknowledgebytheirteachers，butotherformsassignedbyteachersarenotenough．Comparingteachersopeningquestionswiththeaboveresults，theauthoralsofindsthatteachersarewillingtoarrangetheassignmentsforconsolidatingstudents’learnedknowledge，suchasdoingexercisebooks，recitingwords，testingandSOon(seeAppendixIV)．Actually,basedonQ9ofteachers’questionnaires，teachershavefoundtheproblemsinhomeworkdesigning．Mostteachersadmitthattheassignmentsarenotveryclosetoreallife，buttheydon’tknowhowtosolveandhowtotakeeffectiveways．Intheirinterviews(seeAppendixvI)，theyareactuallyawareofstudentswhoprefertodointerestingassignments．Howevegduetothelimitedteachingmaterials，theburdenoftheentranceexaminationandotherreasons，teachersarguethattheyhavetoarrangemoreformstomaketheirstudents’leamedknowledgesolidified．Furthermore，accordingtoQ8，teacherssaythat85．71％sourcesofEnglishhomeworkarefromexercisebooksandtests．Somesources(8．57％)arefromnewspapersandperiodicals，andafew(5．71％)areassignedbasedonstudents’needsandinterest．Thesourcesarenotveryrich，SOformsoftheassignmentsareless．Lastly,inQ9，40％teachersthink38\n万方数据ChapterThreeResultsandDiscussionthatthecontentofhomeworkisclosetostudents’lifeandtheirinterest，butnotverymuch；6．67％teachersthinkthecontentoftheassignmentsisveryclosetolife；6．67％teachersthinkthereisnoconnection，butmostofthem(46．67％)thinktherelationshipbetweenthehomeworkandauthenticlifeisrelativelyclose．Becauseofthosedata，itcanbeseenthatthepresentformsofEnglishhomeworkaresomewhatusefulandpracticalforstudents’languagelearning，butthesourcesoftheassignmentsshouldbeenriched．Furthermore，inteachers’interviews，theyareconscriptedtodesignmoreformsofhomeworkforstudents’knowledgeconsolidationforthereasonofthepressurefromstudents’examinations．Thisisaproblemneedtobesolvedinthehomeworkdesigning．3．2．4TheAttitudestowardsEnglishHomeworkAccordingtothequestionnairesofteachers，theirattitudestowardsEnglishhomeworkinjtmiorhighschoolsareshowninHistogram3．2．4：80．OO％70．OO％60．00％50．OO％40．OO％30．OO％20．OO％lO．OO％O．O。％66．67％26．67％3．33％．曩■_。睡圈嘲\n万方数据四川师范大学硕士学位论文70％60％50％40％30％20％10％0％60％黼36．67％豳蓊黼豳霾黼8ll豳圈Il霾3．33％阉ll糕露圈O踊翮黼．隔霸飘隔丽AgreatlyBinfluenceCnotiiffluenceDnotcleari11fluenceQl1：DoY0llthinkwhetherEnglishhomeworkinfluencesstudent’sacadenficperfonnmlceornot?50．00％45．00％40。00％35．00％30．00％25．OO％20．00％15．00％lO．00％5．00％O．0。％4fj．f)6目一目I目—lI目26．67％I豳i翻鲻黼豳《一飘熏霾目16．67％期11目口蚴6强5目糊lIl!目溺§。目目i。_I目i；l豳豳iimportant；only3．33％teachersarguethatthehomeworkisinsignificance．Itmeansthevastmajorityofteacherscertainlyagreetothesignificantpositionofthehomework．Furthermore，basedonQ11，mostofthem(60％)thinkthatEnglishhomeworkhasgreatinfluenceonEnglishscores；36．67％teachersconsiderthattheassignmentshavegeneraleffectsonstudents’scores；only3．33％teachersthinktheassignmentshavenoinfluenceonthescores．So，itcanbeseenthatmostteachersagreethatEnglishhomeworkhasaparticularlycloseconnectiontostudents’Englishacademic\n万方数据ChapterThreeResultsandDiscussionperformance．However,accordingtoQ12，itillustratesthatthereisnecessaryforteacherstochangethecurrenthomeworkdesigning．26．67％teachersthinkitverynecessary；46．67％ofthemthinkitshouldbechanged．Itmeansmostofthemyearnforimprovingthepresentsituationofthehomeworkdesigning．Butsomeofthem(16．67％)havenottakenitintoconsideration．Thisisabadphenomenon，whichmeanssometeachersareindifferenttotheassignmentsdesigning．Whetherassignmentsareusefulornot，theyjustarrangethemtostudentseveryday,ignoringthe，knowledgethatstudentscouldbeacquired．Furthermore，asteacherssayininterviews(seeAppendixVI)，mostofthemhelptheirstudentsactivelywhenthestudentsmeetthedifficulties，butsomeofthemgiveanswerstothestudentsdirectlyinsteadofhelpingthembyusingguidingmethodstosolvethedifficultiesinstudents’homework．Because，intheirmind，istheeasiestandfastestwaytosolvestudents’homeworkdifficulties．3．2．5TheEvaluationsandFeedbackofEnglishHomeworkTheevaluationsandfeedbackofEnglishhomeworkinjuniorhighschoolsarepresentedinHistogram3．2．5：80．OO％70．00％60．OO％50．OO％40．OO％30．OO％20．OO％lO．OO％O．OO％70．2了％16．22％_10．81％．1．一．=\n万方数据四川I师范大学硕士学位论文60．OO％50．00％40．0。9630．0。％20．00％lO．OO％0．00％53．33％4b．1j(70麓露蟹豳溺i豳瀚霞雾霞霞豳OAyesBnotoftenCneverDnotconciderQ14：Willyouoftendesignalemltingplmlforstudentsbased011tilefeedbackofthellomework?80．OO％70．OO％60．OO％50。OO％40．OO％30．OO％20．OO％lO．OO％O．O。％66．67％闽豳目l圈目l§目目目i目2l_目§Eg目§目l16．67％ill目蚕13．33％i目l黧豳IlIj目i一3．33％l目豳豳．曩．一瞄醺露藤黼网AtlStlallyBsometimesCfewDneverQ15：Willyouoftendesigndifferentlevelhomeworkforyourstudents?Histogram3．2．5AccordingtoQ13，70．27％teachersadmitthatEnglishhomeworkisgenerallyassessedbythem．BecausetheythinkcorrectinghomeworkisoneoftheirdutiesinEnglishteaching．Only16．22％teachersagreethatthehomeworkcanbeassessedbystudentsthemselvesormadebystudentsinterchangeably(10．81％)；2．7％teachers(Q15)supportparentstoassesstheirchildren’Sassigmnents．Actually,teachersarerequiredtobetheonlyassessmentsubjectofEnglishhomeworkbythemselves．Mostofthemthinkstudentsorparentsarenotcompetentenoughtocorrecttheassignments，nordotheymakethecorrectevaluationsaboutthehomework(seeAppendixⅥ)．Afterthe42\n万方数据ChapterThreeResultsandDiscussioncorrectionoftheassignments，inQ14，theauthorfindsonly46．67％teacherswouldoftenguidestudentstodeveloptheirEnglishlearningplansbasedonthefeedbackoftheassignments，butmostofthem(53．33％)donotdousually．Moreover,accordingtoQ15，only16．67％teachersusuallydesigndifferentkindsofhomeworktodifferentlearninglevelsofstudents，andmostofthem(66．67％)occasionallydoit．Itmeansthatteachershavealreadyrealizedtoarrangedifferentformsoftheassignmentstostudents．Also，inteachers’openingquestions(seeAppendixIV)，meypaymuchattentiontothequantityandtheformsoftheassignments．Furthermore，basedonthedataofsamples，theauthorfindsthattheassessorandthemethodsofcorrectinghomeworkaretoomonotonous．The95homeworkiscorrectedbyteachers，andonlythe5homeworkiscorrectedbystudentsthemselves．Correctingsymbolsarealsoinappropriateinthehomework．InAppendixVitshowsthatteachersoftenusescoresorratingsystemstoassessstudents’homework．Accordingtothesampledata，thereare98assignmentsassessedbyusingthescoresand88assignmentscorrectedbyusingratingsystems，suchasexcellent，good，medium，badandSOon．Fromtheaboveanalysis，itcanbedrawnconclusionsthatallthesecorrectingwaysgeneratenegativeinfluenceonstudents’goodhabitofcompletionassignmentsandtheywouldonlycareabouttheirassignmentsscoresorperformancerankings，ratherthanfocusonthemistakes．3．3SummaryInthisresearch，theauthorwantstofindproblemsinEnglishhomeworkofjuniorschools，thentodigoutreasonsoftheseproblemsfromthefiveparts．Afteranalyzingtheassignmentswiththreemethods，shegetstheresults．Inherresearch，shefindstheproblemsasbelow：Firstly,thequantityofthehomeworkisabitmore，anditisnotconformtostudents’idealfinishingtimeoftheassignments．Moreover,therearestillasmallnumberofstudentscertainlynotsuretheirhomework’Scompletiontime．Secondly,thesourceofthehomeworkismorearbitrarythanthenewcurriculumstandardstipulates；theformoftheassignmentsisnotwell—prepared；andthecontentoftheassignmentsistoopertinenttotheentranceexamsofjuniorhighschoolswhichmakesstudentsfeelverybored．Furthermore，someformsofthehomeworkarelessrelatedtodailylife，andtheyarenotinterestedbystudents．Thirdly,thereisnoagreementbetweenteachersandstudents，whohavedifferentviewonthemainpurposeoftheassignments．Thefourthisthelowfrequencyofassessingassignmentsby43\n万方数据四川师范大学硕士学位论文studentsandparents．Andthesingleassessmentformatandsymbolsneedtobechanged．Thelast，somestudents’negativeattitudesshouldbechangedwhenmeetingthedifficultiesandteachersshouldguidestudentstofindtherightanswers，notjustgivingtheanswersdirectlyandimmediately．Thecausesoftheseproblemsareasf．ollows．Thefirstreasonisstudents’differentdifficultydegreeaboutanassignment．Someofthemwillspendlittletimeonitwhenhe／shefeelitiseasyforhim／her,whileothersdonotandtakemuchtimeindoingsuchdifficulthomework；Second，forlackofthehomeworkdesigningsourcesandhavingpressuretoenterabetterhighschool，teachershavetoarrangethesingleform，whichisonlyusedtoimprovestudents’Englishscores；Thethirdreason，aboutdifferentmaingoalsofthehomework，isteachers’unclearexpressionofthemainpurpose；Afourthsourceofthehomeworkassessorissingle，basedlargelyonteachers’concernabouttheassessingabilitiesofparentsandstudents；Thelastreason，teachersthinkitisthemostconvenientwaytogivethecorrectanswerstothestudentsiftheymetthedifficultiesintheassignments．Certainly,therearestillsomegoodsituationsinthehomework．Firstly,eventhoughthedifficultassignmentsaresometimesgivenbyteachersinjuniorhighschools，studentswilltrytheirbesttofinishthem．Secondly,-teachershaverealizedtheimportanceofdesigningtheassignmentsandthoughtitsbenefitsforstudents’Englishlearning．\n万方数据ConclusionInthischapter,theauthorwillgiveabriefstatementabouttheproblemsofEnglishhomeworkinjuniorschools．Alltheseproblemsarefoundfromfiveaspectsoftheassignments．Basedontwokindsofquestionnaires，interviewsandtheanalysisofEnglishassignmentsamples，shepointsoutsomeimplicationstoimprovetheproblems．Intheend，somelimitationsandsuggestionsoftheresearchwillbepresentedbytheauthorMajorFindingsTheFinishingTimeofEnglishHomeworkAccordingtothedataofstudents’questionnaires，theauthorfindsthatthef'mishingtimeofthepresentEnglishhomeworkinjuniorhighschoolshasbeendecreased．Studentswouldnotspendplentyoftimeindoingtheirassignments，andmostofthemcanreadilyacceptthereductionandpromisetofinishtheseassignmentsontime．Furthermore，therelationshipbetweenthefinishingtimeandthedifficultyoftheassignmentsisinseparable．Thefinishingtimeofthehomeworkforeveryoneisdifferentevenhe／shedoesthesameassignments．Somestudentscompleteinashorttime，whileotherscannot．Sotheauthorarguesthattheappropriatefinishingtimeofassignmentsshouldbedesignedforstudentsinjuniorhi曲schools．Andthen，basedonteachers’questionnaires，Englishteachersdonotpaymuchattentiontostudents’differentlevelsofEnglishlearning．Sotheformsoftheassignmentsinjuniorhighschoolsareunifiedandlackofdifferentclassifications．That’SthereasonwhysomestudentsCallfinishhomeworkinashorttime，whilesomeothersmayusealargeamountoftime．Asaresult，Englishteachersshouldarrangedifferentkindsofhomeworktoadaptforstudents’differentlearninglevels．Lastbutnotleast，Englishteachersshouldreducethetimeoffinishingtheassignmentsaspossibleastheycan，andgivetheirstudentsmoresufficienttimetodotheirownbusiness，suchasplayinggames，havingarelaxandSOon．PurposesofDesigningAssignmentsThedataofQ4andQ5instudents’questionnairesmanifeststhatmoststudents4S\n万方数据四川师范大学硕士学位论文thinkthemainpurposeofthehomeworkistohelpthemgetahigherscorewhichisconsideredastheprimarygoalofteachers．However,basedonQ4ofteachers’questionnaires，theauthorfindsmanyteachers’mainpurposeofarrangingtheassignmentsistohelpstudentsconsolidatewhattheyhavelearned，andthencultivatestudents’Englishlearningabilities，ratherthanonlyimprovingstudents’scores．Itimpliesthatthereisabiggapbetweenteachers’primepurposeandthatofstudents．BothofthemhavedifferentmainideasonEnglishhomework．Thereasonforthisoutcomeisduetoteachers’ambiguousinterpretationoftheassignments'purpose．Admittedly,someteachersholdthesameviewwithstudentsonthepurposeoftheassignments，whichneeds．tobeimproved．Furthermore，themajorityofteachersbelievethatthepresenthomeworkmeettheneedsofstudents’languageskillsandplayaroleinincreasingscores．However,instudents’questionnaires，onlyhalfofthestudentsthinkthoseassignmentsareconductivetotheirEnglishlearning，somestudentsthinktheassignmentsareoccasionallyhelpful，andafewofthemeventhinkthoseassignmentshardlyhelpful．Fromthosediscussions，theauthorfindsthatteachers’purposeofgivinghomeworkiSnotclearwhothinkthathomeworkneedstobemoreconductivetoimprovestudents’learningabilities．FormsorHomeworkAccordingtoQ7andQ8ofstudents’questionnaires，theauthorrevealsthatmoststudentsarenotsatisfiedwiththecurrentformsofEnglishhomework．Manystudentsaregettingtiredoftheformsoftheassignments．Moreover,theyfinditisnotveryclosetotheirreallife．Accordingtotheteachers’questionnaires，theyadmitthatthemainsourceofassignmentsdesigningcomesfromtheexercisesandthetests．Itcanbeseenthatthesourceoftheassignmentsissingle，SOtheformsofEnglishhomeworkaremechanicalandmonotonous．Furthermore，studentsalsoexpressthesameviewintheiropeningquestions．Iftheywereteachers，theywoulddesignthehomeworkaccordingtostudents’realneedsorinterest，andtheywouldcontinuetostimulatestudents’interestandimprovetheirEnglishlearningabilities．Moreover,theywoulduseotherspecialformstoenrichtheformsofEnglishhomeworkinjuniorhighschools．Theseopinionscangiveteachersreferencestodesignthehomeworkinjuniorhighschools，andalsocanhelpteachersintheirfutureEnglishteaching．46\n万方数据ConclusionStudents’AttitudestowardsEnglishHomeworkAccordingtoQlOofstudents’questionnaires，mostofstudentslovedoingEnglishhomework．Eventhoughtheyaredissatisfiedwiththepresentformsoftheassignments，theyhavepositiveattitudestowardsdoingtheassignments．Whilesomestudentswhocomplainthattheyareforcedtofinishthehomeworktakingupabouttwentypercent，saythattheydon’tlikedoingEnglishhomework，buttheyhavetodoit．Theauthorfindsthatthisabnormalphenomenoniscausedbystudents’desireforgeRinghigherscorefromotherways，SOteachersshouldpaymuchattentiontothisgroupofstudents．Andthen，forQ12，thequestionnairespresentthateventhoughsomestudentswillmeetthedifficulthomework，mostofthemwillnevergiveupandwilltrytheirbesttocompletethem．Butintheinterviews，despitethefactthattheyarewillingtocopewiththedifficulty,theyhavenothingtodoinmostinstances．Furthermore，basedonQ10andQ1ofteachers’questionnaires，mostteachersknowthatdoingEnglishhomeworkisveryimportant，andthereisacloserelationshipbetweentheassignmentsandstudents’academicperformance．Butteachersstilldonotcaremuchaboutthedifferentlearninglevelsofthestudents，andtheyjustdesigntheuniformassignmentsfortheirstudents．So，somestudentsfee．1boringindoingEnglishhomework，andtheygraduallydon’twanttocompletetheassignments．Theyevenfeelperplexedthatwhytheyhavetodotheseassignments．’leaehers’EvaluationsforStudents’HomeworkAccordingtoQ13ofteachers’questionnaires，teachersarestillthemainsubjectofassessingthehomework．Studentsandparentshavefewopportunitiestoparticipateinhomeworkassessment．Furthermore，accordingtoQ14，asmallnumberofthemwillguidestudentstomakelearningplans，whichmeanssometeachershavetheawarenessofmakingthefeedbackbasedonEnglishhomework，butthatisnotenough．Moreover,thesampledataanalysesshowthattheevaluationsymbolsisveryunitary．Thosecorrectingwaysignorethefactthatwhetherstudentscanorwhatdegreetheycanacceptthosekindsofassessingways．Eventually,studentsonlycareaboutscores，ignoringtheimprovementoftheirabilities．47\n万方数据四川师范大学硕士学位论文ImplicationsofEnglishHomeworkinJuniorHighSchoolsTheFinishingTimeshouldbeLessandRefinedThequantityofEnglishhomeworkinjuniorhighschoolsshouldbemuchlessanddesignedbetter．Therearemanydisciplinesinjuniorhighschools，SOstudentswillhavemanyassignmentstodoinsteadofonlydoingEnglishhomework．EventhoughthefinishingtimeofEnglishhomeworkhasbeendeclined，butthatisn’tenough．Thisgivesexpressiontostudent’aspirationsforcuttingdownthehomeworktimeless．Accordingtotheprofessor,Cooper,H(1989，66)，thebestfinishingtimeshouldbelimitedinabout20minutes．Meanwhile，thefrequencyofarrangingEnglishhomeworkshouldbeconsistentwiththetimesofEnglishlessons．IfstudentshaveEnglishclasseveryday,therewillbeEnglishhomeworktodo．ItmeansthatstudentshaveaplentyoftimetocombandexploreEnglishknowledgetheyhavelearned，andstudentswillnothaveenoughtimetolearnothersubjectsorhavefun．Therefore，althoughthefinishingtimeoftheassignmentsisreduced，teachersshoulddesigntheformsoftheassignmentsmorewrought．Nomatterwhatformsofthehomeworkare，teachersshouldlettheseassignmentshelpstudentstomastertheknowledgeinlimitedtime，andtoachievetheircorrespondingknowledge．However,duetovarioussubjectiveandobjectivereasons，studentsofthesameagehavedifferentEnglishlearninglevels．Somestudentscanfinishthehomeworkwell，whileotherscannot．Andsomeofthemfeeltheassignmentsaretooeasy,whileothersholdtheoppositeview．Soteachersmustpayattentiontothesedifferencesandarrangedifferentlevelsoftheassignmentsforstudents．Iftheseassignmentswereuniform．drabandlackofflexibility,theywillartificiallyincreasetheburdenforsttidents，wastetheirtime，suppresstheirinterestinEnglishlearning，imprisontheirthinking，andcurbthedevelopmentoftheirmultiple—intelligence．Intheend，thesestudentswillgettiredofdoingtheassignments．Furthermore，whenteachersaredesigningthehomework，theyneedtopreparedifferentkindsofhomework．Thesevariousformsofhomeworkcanincreasestudents’interestandtheycouldenjoythemselvesindoingtheassignments．Finally,thefinishingtimeofthehomeworkisreduced，butthequalityofthehomeworkcannotresultinthetimedegradation．Teachersshoulddesignthehigh—qualityhomeworkfortheirstudents，andselectlessbutbetterhomeworkforstudentsindifferentlearningstages．48\n万方数据ConclusionHoldingontotheClearPurposesofEnglishHomeworkBeinganimportantpartofEnglishteachinginjuniorhighschools，Englishhomeworkisthesupplementandtheextensionoftheclass．TheguidingprinciplesandthepurposesofEnglishhomeworktoalargeextentembodytheguidingideologyofEnglishteaching，SOtheassignmentsmustreflectthethoughtoftakingstudentsasthemainlearningbodyinjuniorhighschools．Asaresult，teachersshouldconsolidatestudents’learnedknowledgethroughEnglishhomework，cultivatetheirEnglishlearningmethods，habitsandattitudesandimprovestudents’abilitiesofapplyingEnglishintotheirdailylife．Accordingtoteachers’questionnaires，mostofthemthinkthecurrentjuniorhighschools’EnglishhomeworkCanhelpstudentstoconsolidateandmastertheknowledgeinclass，butstudentsdonotthinkSO．Besides，theyhavedifferentpurposesofdoingtheassignments，SOteachersshouldcommunicatewithstudentsregularly,tofindtheirinnerthoughtsabouttheassignnaentsandholdontothepositivepurposesofdesigningtheassignments．Moreover,theyshouldelaboratetheassignmentsandmakethemkeepaclosecontactwithclassroomteachingandstudents’life．Homeworkcanshowmultiplepurposes，andmultipleassignmentsarealsousedtoachieveacertainpurpose．Forexample，ateacherasksstudentstopreviewthenewwords，orasktheirstudentstopreviewsomerelatedbackgroundinformationofanewlesson．Alltheseassignmentshaveonlyonepurpose，thatis，topreviewthenewlesson．Allinall，onlytheassignmentswithaclearpurposecanmakestudentsachievegoodlearningeffects，andtheassignmentswithoutapurposeorwithvaguepurposeonlywastestudents’timeandenergy,andhasnosignificanceinstudents’Englishlearningandteachers’Englishteaching．UsingVariousFormsofEnglishHomeworkAccordingtostudents’questionnaires，theirfavoriteformsofthehomeworkarethosefortheirinterestandpracticalapplicationinreallife．Buttheyalmostdisliketheassignmentsfortheconsolidationoftheirlearnedknowledge．Somestudentsarguethattheirassignmentsarenotveryclosetotheirdailylife．Likewise，inteachers’questionnaires，theirteachersadmitthattheyoftenarrangesuchhomeworktothem，suchastheassignmentsforconsolidationoftheirknowledgeandfortakingexamsinjuniorhighschools．Thereasonisthatmostofthemthinkitishelpfultoimprovestudents’scoresandtoletthemsuccessfullyenterseniorhighschools．Therefore．some49\n万方数据四川I师范大学硕士学位论文assignmentsarenotdesignedfromtheperspectivesoftheirstudents．Then，thecontentofthehomeworkisshortofpertinenceandcompatibilityinlife．Therefore，Englishteachersshouldchangethepurposeofeagerforquicksuccessinstudents’academicperformance，considerstudents’realsituationandinterest，andpaymuchattentiontothetransformationandselectionoftheformsofthehomework．Also，teacherscancarryoutsomeactivitiestopromotestudents’all—rounddevelopmentoftheirbodyandtheirmind，andasktheirstudentstoseemovies，writefilmreviewsorlistentothemusic．Inaword，theformsofEnglishhomeworkneedtoberichandcolorful，SOthatstudentswillhavegreatinterestindoingtheassignments．Forthedifferentlearninglevelsofstudents，teachersneedtodesignthelayeredassignments，andtogivetheguidanceandtohelpstudentswhohavedifficultyinfinishingtheirhomework．Moreover,teachersandparentsshouldkeepcommunicatingandworktogethertopromotestudents’efficiencyofcompletingtheassignments．AndtheycandesigntheflexibleanddiverseformsofEnglishhomeworkandallowstudentstochoosehomeworkaccordingtotheirowninterest．Lastbutnotleast，thecontentofthehomeworkshouldbeclosetostudents’life，andthiscontentshouldabidebythedisciplinesoftheirschools．Teachersshouldprovidetheusefulmethodsandmaterialstotheirstudentswhenarrangingthehomework．Somemulti—grouptasksarealsoveryusefulthatallowstudentstocompletetheassignmentstogether,whichcanarousetheirinterest，andsatisfytheirneedsinEnglishlearning．Asaresult，thesemulti-grouptaskscanimprovestudents’learninginterestandcultivatetheircommunicationandcooperationabilities．MakingStudentshavePositiveAttitudestowardsEnglishHomeworkTeachersandparentsshouldpayattentiontocultivatingstudents’positiveattitudestowardsdoingthehomework．Onlypositiveattitudescangeneratepositiveimpactsonstudents’Englishachievements．Firstly,ontheformsofEnglishhomework，teachersshoulddesigntheassignmentsaccordingtostudents’interestandpracticaluseinlife．Thesekindsofassignmentscanstimulatestudents’passiontostudyEnglishmaterials，producepositiveemotionswiththeassignments，andSOastopromotethepositiveattitudestowardstheentiredisciplines．Ifhomeworkwasarrangedforconsolidatingstudents’learnedknowledge，suchasnote-taking，doingexercise，studentswouldbetiredofthem．Secondly,parentsshouldgivestudentshelptodohomeworkasfaraspossible．Onlyinthisway,canstudentsreducethefrustrationofdoingthe50\n万方数据Conclusionassignments，andhavehighspiritsindoingthoseassignments．Moreover,goodlearningenvironmentisafoundationforstudentstodotheassignments，SOparentsshouldgivetheirchildrenagoodenvironmenttofinishtheassignments，andtellthemthesignificanceofdoingEnglishhomework．Onlyinthiswaycanchildrenmakeacommitmenttotheirassignments，andcorrecttheirattitudestowardsdoingthehomework．TakingDiversifiedWaysofCorrectingandAssessingEnglishHomeworkTeachersshouldlettheirstudentsparticipateinhomeworkassessmentandevaluatetheirownorothers’assignments．ItwillnotonlyhelpstudentsactivelytofindandtosolvetheproblemsinEnglishhomework，butalsotocultivatesandimprovesstudents’evaluationcapabilitiesinEnglishlearning．Therefore，whencorrectingstudents’homework，teachersshouldappropriatelyprovidesomeopporttmitiesforstudentstoparticipateinhomeworkcorrection，strivingtoimprovestudents’enthusiasmofcorrectingandassessingtheassignments，toexercisestudents’self-evaluationcapacity,andintheendtoenablestudentstobecomeproactiveassignmentpractitionersandevaluators．Furthermore，whencorrectingandassessingtheassignments，inacertainsensehowseriousattitudestheteachershavedecideshowwellattitudesofdoingtheassignmentsthestudentswillhave．So，teachers’attitudestowardstheassignmentsalsoneedtobeimproved．Someteachersonlyfocusontherightorwrongresultsoftheassignmentswiththesymbolsof“√”and“×”，ratherthantheeffortsandtheseriousnessofstudents’feelingabouttheassignments，andstudents’innovativethoughtintheassignments．Thosewillnotbeneficialforstudents’attitudestowardstheassignments，andtheywillonlyPaycloseattentiontotheresultsoftheassignmentswithoutconsideringwhymeyarewrong．Soteachersshouldpayattentiontousingvarioussymbolsofcorrectingandassessingthehomework，markingoutthepointswhichneedtobecorrectedwhentheygivingthefeedbacktotheirstudents．Forexample．theyCanpointoutsomespecialplaces(usingthesymbol“O”)instudents’homework，andasktheirstudentstocorrectthewrongpointstimely．Also，teachersshouldenrichthecontentsoftheassessments，andadheretowritet11eassessmentsofthehomeworkinEnglish．Lastbutnotleast，afterassessingthehomework，teachersshouldconsciouslymakereflectionandsummaryofthehomework，helpstudentstomaketheirownEnglishleaningplans，andprovidestrongempiricalandtheoreticalguidanceintheir\n万方数据四川师范大学硕士学位论文futureteaching．LimitationsandSuggestionsforFurtherStudyThisresearchistostudythepresentsituationofEnglishhomeworkinjuniorhighschools．Aftertheauthor’Sstudy,shehasfoundsomeproblemsinpresenthomework．Inordertoimprovethissituation，sheputsforwardsomesuggestions．However,forvariousreasons，therearestillsomeinsufficientpartsinthisstudy．Tobeginwith，participantsarenotenoughinthisresearch．Theauthoronlychooses150studentsand30EnglishteachersinNO．1ExperimentalHighSchoolAttachedtoSichuanNormalUniversity．Theseparticipantscannotrepresentthewholejuniorhighschools’studentsandteachersofthecountries．Secondly，questionnairesarethemaininstrumentsinthisresearch．Theauthordidnotuseotherstudymethodsforthesestudentsandteachers，suchasobservationmethodsandexperimentalways．Eventhoughshehasusedsampleanalysisandinterviewsinthestudyoftheassignments，that’Snotenough．Thirdly，thedatacollectionofthestudymaybenotvalidenough．Thoughthequestionnairesdesignedbytheauthorreferredtothoseofotherresearchers，theyarestillimperfect．Meanwhile，duetotheauthor’Slimitedacademicresearchability，shecannotdeeplyanalyzethefindingsofthequestionnaireindetail．Fromtheabovelimitations，theauthormakessomesuggestionsforfurtherstudyasfollows：(1)touselargerresearchsamples，takingmoreparticipantsiftimeandenergyispermitted；(2)tousemorevariousinstrumentsinthestudy．Inordertogetscientificdata，thevariousinstrumentsarenecessary．Therearemanyinstrumentsthatcanbeused，suchasexperimentalmethod，logicalframeworkapproach，etc；(3)tomakemoreempiricalstudies．Inordertosolvesomeproblemswhichcannotbesolvedinthepresentresearch，SOthemoreempiricalstudiesarenecessaryputinto．52\n万方数据Bibliography’EnglishWorksBonyun，R．Assignment：aReviewofReviewsoftheLiterature[M】．Ottawa：OttawaBoardofEducation，CenterforResearch，ProfessionalDevelopmentandEvaluation，1992．Print．Cooper,H．，Valentine，J．C．&Nye，B．RelationshipbetweenFiveAfter-SchoolActivitiesandAcademicAchievement[J]．EducationalPsychology,91(1999)：369—378．Print．Cooper,H．Homework．NewYork，NY：Longrnan，(1989)：123-140．Print．CooperHarris．TheBattleoverAssignment：anAdministrator§GuidetoSettingSoundandEffectivePolicies[M】．ThousandOaks，CA；CorwinPress，1994．Print．Cooper,H．，Robinson，J．C．，＆Patall，E．DoseAssignmentImproveAcademicAchievement?ASynthesisofResearch[J】，1987-2003．ReviewofEducatwnalResearch，76(1)：1—2．Print．Cooper,H．，Lindsay,jj．，Nye．B．andGreathouse．S．Relationshipsamongattitudesabouthomework，amountofhomeworkassignedandcompleted，andstudentachievement．JournalofEducationalPsychology[J】，90．1(1989)：70—83．Print．Devine，T．GTeachingStudySkills：AGuideforTeachers．Boston：AllynandBacon，inc．1987，359．Epstein，J．L．School，family,andcommunitypartnerships：preparingeducatorsandimprovingschools．Boulder，CO：WestView．2001．EunsookHong，Kit-HungLee．Pr啦rredHomeworkS砂leandHomeworkEnvironment砌High—VersusLow—achievingChinesestudents．America：EducationalPsychology,2(2000)：125—137．Print．GardnerHoward．FramesofMind．NewYork：BasicBooks．2006．Copyright．Heitzmann，R．TargetHomeworktoMaximizeLearning．NewYork：BasicBook．2007．Print．Kohn，A．Thehomeworkmyth：m吵ourkidsgettoomuchofabadthings．Cambridge，MA：DaCapoPress．2006．LouisCooper．PupilsSpendingLessTimeonHomework[N]．NewYork：TheTime，06(2006)：15—33．53\n万方数据四川师范大学硕士学位论文Lee，J．F．，Pruitt，K．W．Assignment：ClassGamesorTeachingTools?[M]．ClearingHouse．3r1979)：31—35．Print．Leung，J⋯JChildren’SAttitudestowardSchoolworkandPerceptionofParentalBehaviorsthatSupportSchoolwork．Oshkosh，WI：UniversityofWisconsin—Oshkash．1993．Print．Nunan，D．LanguageTeachingMethodology-Atextbookfor把achers[M]．HemelHempastead：Prentice-Hall．1991．Print．Osbome．D&Plastrik．EBanishingMonotonousness：TheF如eStrategiesforHomework．MA：Addison—Wesley,1997．Paschal，R．A．，Weinstein，&Walberg，H．J．砌eEffectsofAssignmentonLearning：aQuantimgveSynthesis[J】．JournalofEducationalResearch．2(1984)：97—104．Print．Walberg．H．J．&PaschaI，R．A．Homework．In：LW．Anderson．InternationalEncyclopediaofTeachingandTeacherEducation．Holland：ElsevierScience，Ltd．1995．\n万方数据Bibliography中文文献辞海编辑委员会．辞海[M]．上海：上海辞书出版社，1999，2304．陈琳，王蔷，程晓堂．英语课程标准解读[M]．北京：北京师范大学出版社，2003．陈建华．中小学作业形式，作业评价问题的思考[J]．北京：教育科学研究．2006．陈建华．对新课程背景下中小学作业改革的探讨[J]．北京：教育科学研究，2006．傅小平，邹宁．小学英语作业的布置与评价艺术[J]．湖南：湖南师范大学出版社2001，6(3)：56—59．郭华等．国内四省区普通中小学作业情况调查研究[J]．北京：教育学报，2006，2(6)：29-29．郭华．教育大百科全书敬学教师教育[M]．重庆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