Survey on the design of English homework and class- teaching effect in Grade1 in middle school.doc

Mid-term Report of Research Methods in English Teaching Report topic: Survey on the design of English homework and class- teaching effect in Grade1 in middle schoolClass:2Group；4Group members:Major: EnglishDate: November 5, 2011Survey on the design of English homework and class- teaching effect in Grade1 in middle school1. Background of the researchHomework is an important part in junior English language learning and teaching. It constitutes the full new teaching system together with classroom teaching and extracurricular activities.However, homework has been regarded as a heavy burden on students. The traditional family homework cant help students to broaden their horizons, broaden their knowledge and can not cultivate a good sense of the main body of students to learn English, At the same time due to work load is too large, teachers are busy marking, no time to thoroughly examine the childrens problems in their work. Over time, easily lead to the loss of interest in students learning English, isnt beneficial for cultivating the learning ability, innovation and practical ability of students. This may be concluded in a few words: First, the forms of English homework are rigid, confining the nature of the lively junior high school students, losing a lot of opportunities to cultivate their interest in learning English. Second, contents of homework are poor in English teaching practice. To enrich and update the content of English homework appears to lag. Third, the quantity of homework is too large, due to the pressure of competition; it has seriously affected physical and mental health of the junior high school students. Fourth, the difficulty of homework is too unitary, failed to take into account the specific requirements of students at different levels. Fifth, homework is lack of pertinence; the link is not tight enough to teaching difficulties which weaken the desired effects of the practice. Therefore, we must design homework scientifically to change this situation.2. Subjects:The investigation is carried out among 45 students and 3 teachers. The students and teachers are from No.2 Middle School in Wuyishan. Taking into account the pressure of entering a higher school, all the students are from Grade 7 and all the teachers have taught Grade 7 before.3. Instruments:Two methods are used in this research: questionnaire and interview.The questionnaire is designed to investigate the relationship between the design and implementation of English homework and teaching and learning. The content of the investigation mainly includes the purpose, forms, content, quantity, difficulty and so on in junior high school English homework. In order to enable students and teachers have more freedom to express, make the investigation more detailed and reality the questionnaire also included short-answer questions. The students questionnaire and the teachers interview both have two short-answer questions, so that they can express freely.4. Procedures and Data collectionWe collected the questionnaire in October 20th, 2011. There are 45 questionnaires returned, 2uncompleted, I get 43 valid. The data is collected by the student questionnaire and teachers interview.5 .Reporting Results and Discussion5.1. Report the result and discuss the relation between the purpose of homework and class-teaching effect1 .What do you think should be taken into account about the design of the English homework?2. Why do you think teachers assign English homework?3. Why do you do English homework?4. What is your mental attitude like when you do your English homework?English homework in junior high school, students, teachers and textbooks must all be taken into account; that 60%of the students think the purpose of assigning English homework is to A Study on the Design of English Homework and Class-Teaching Effect in Grade 1 consolidate what the students have learned,21%of the students think it is to train students methods, habits and attitudes in English language learning; In the aspect of the reason of assigning English homework,32%of the students think it is to get high marks in the exam, 22%of the students think it is to use extra-curricular time to consolidate what they have learned,34%of the students think it is to improve ability to use English; while in the attitude of the completion of homework,68%of the students think that we should actively deal with and effort to complete.A discussion on the purpose of English homework in junior high school and class-teaching effectFrom the survey results above: in the aspect of the purpose of English homework in junior high school, most teachers believe that the purposes of English teaching get a very clear or almost clear manifestation in the English homework. While in the aspect of the most important purpose of understanding, about half of the teachers regard supervising students to consolidate the knowledge learned after class as the most important objective, but the other important purposes of arranging English homework in junior high school are not full understanding. More than half of the students keep a positive attitude to complete English homework, however, in the aspect of the reason of finishing English homework, many more students view is one-sided, and the most important purpose is to get high marks in examinations .In addition, most of students agree that teachers assign English homework is to help students consolidate what they have learned; this is basically the same as the findings of the students questionnaire. In addition, most students believe that in the aspect of the design of English homework we should take full account of students, teachers and textbooks. Most teachers and students think that the most important purpose of assigning English homework is to consolidate the knowledge learned. This view is inseparable from the long-term effects of the exam-oriented education for English language teaching. Get high scores is still the purpose of students. However, in addition to the consolidation of the knowledge learned in class, others, such as study habits, self-study ability. Ability to cooperate with others is also very important, arent they? If your purpose of homework only focuses on the consolidation of learned knowledge and access to high marks, then the design homework and the design of classroom instruction will be out of touch, this concept will also be a stumbling block to the reform of English education and teaching.5.2. Report the result and discuss the relation between forms content and class-teaching effect5. Are you interested in the form and content of current English homework?6. What do you think the reaction of your classmates on the current form and content of English homework?7. What type of English homework do you think is in the majority?8. Do you think the form and content of current English homework can mobilize and stimulate your imagination?9. What kind of English homework does the teacher often assign?10. Do you need other tools and information beside books when you do your homework? (Such as network, newspapers, etc.)11. Do you think the content of current English homework involved inyour daily lives closely?From the statistics above, students who are very interested in the form and content of English homework in junior high school is only 4% , 20% of the students chose be not very interested in, 50% of the Students choose general; As far as the view of the other students on the form and content of English homework in junior high school , only 3% of the students think that 90% of the students like the current form and content of English homework, 16% of the students think that 70% of the students like ,students who select the do not know are as high as 46% . In the aspect of the types of homework, 55% of students think that most of them are copying and recitation , 42% of students think that the majority are papers and exercises, and only l% of the students think that co-operation and performing are in majority ,only 2% of students choose other types , at the same time, 68% of the students believe that the current English homework is mainly in written form, a small amount of other forms of homework, only 18% of the students choose, written work and oral homework, listening, reading and other homework are all included”. In the aspect of mobilization and stimulate the imagination of students, only 2% of the students think that the form and content of the current English homework often mobilize and stimulate their imagination, 40% of the students choose sometimes and 13% of students chose do not know; In the aspect of the close degree between daily life and the contents of English homework in junior high school , 4% of the students choose very closely, 30% of the students chose closer, but 46% of the students believe it is less closely related , 17% of the students think that it is not contact 3% of the students chose do not know.A discussion on the form and content of English homework in junior high school and class-teaching effectBased on the survey results above, we can see that students and teachers point of view on the current type of homework is very consistent. The total of the type of recitation and paper questionnaire is 94% in students questionnaires. In the teachers questionnaire these two types accounted for 93%. This indicates that the current English homework in junior high school is relatively simple in the aspect of form and content, copying, memorizing, and papers, exercises occupy most types of homework, and, written homework play a dominant role, the other forms are just infixes. Thus, the current form and content of English homework in junior high school are only recitation and exercises, did not provide students with active learning opportunities, can not be good to stimulate the imagination of students, the content do not have close ties to everyday life of students, students are tired of homework, and then also do not take interests in English learning.However, the results from the survey can also be found that a considerable number of teachers think that students prefer to rich and varied homework in the aspect of form and content. The survey results indicate that most teachers have recognized the shortage of current English homework in junior high school in the form and content. But there are still some teachers who dont know the reaction of students in the form and content, it shows that teachers dont know about the students very well. Observation and understanding is not enough, the form and content need to reform, breaking the old form and content of homework.Thus the students dont feel bored anymore, and the class-teaching effect will be better.5.3. Report the result and discuss the relation between quantity and class-teaching effectTable 4-5 Students view on the quantity of English homework in junior high school12. How long does it usually take you to finish your homework?13. How often does your teacher usually assign English homework?14. What do you think your classmates think about the quantity of English homework?15. Do you think the quantity of homework varies with the content and importance of learning task?The above data show, 50%of the students completed English homework in more than half an hour and less than an hour,30%of the students need more than an hour, and even 14% of the students need to spend more time, only 6%of the students chose “less than half an hour .At the same time, the data of No.14 question also shows that 10%of students feel that 90%of the students think that the quantity of homework is moderate, 20%of students feel that 70%of the students think that the quantity of homework is moderate,18%of the students feel that 50%of the students that the quantity of homework is moderate,15%of the students feel that 30%of the students think that the quantity of homework is moderate, up to 37%of students chose do not know” ;In the aspect of frequency, 90%of the students chose once a day, choose “every two days and once a week ,and other cases in total 7%,3% the students chose not fixed. In the aspect of the quantity of homework varies with the content and importance of learning task,35%of students choosealways,40%of the students chosesometimes,10%of students select Occasionally ,and 5%of the students chose hardly ever ,10%of the students chose do not knowA discussion on the quantity of English homework in junior high school and class-teaching effectBased on the findings of the quantity of homework in junior high school above, most teachers think that the quantity of daily homework in English should be more appropriate in about an hour, 30%of the students need more than an hour each day to complete the homework, and even a small fraction of students spend more time. In addition, more than half of the teachers recognized that the quantity of homework should not be static, but be based on the actual situation of the teaching and learning tasks to adjust, and from the findings of students survey questionnaire, a considerable number of students have felt the adjustment of the quantity of homework. However, from the survey results, we can see that the vast majority of English teachers considered that the frequency of assigning homework should be once a day, most students agree, but in fact, because of the type of homework, the specific situation of individual students and other factors, some homework is not suitable to complete on the day, for example, some type of survey homework in practice, because of the objects being investigated, and the quality of homework, these factors will all affect the time required to complete the homework, if the frequency of homework is once a day regardless of the specific situation, it is possible to bring a negative impact to the practical effect of homework ,and furthermore affect the class-teaching effect. 5.4. Report the result and discuss the relation between difficulty and class-teaching effect16. Do you think the current English homework take fully into account students different learning requirements and the ability of different levels?17. What do you think the challenge of your English homework?The above statistics show that 14%of students believe that the challenge of current English homework in junior high school is much too large, 48%of the students feel that it is difficulty, but still acceptable, 30%of the students believe it is not too challenging, 4%of the students feel that it is hardly challenging, 4%of the students chose do not know. From the above statistics, 6%of the students believe that the current English homework in junior high school takes fully into account the different learning requirements and ability level, 30%of the students believe it basically takes into account, 25%of the students think that it sometimes takes into account, but there are also 20%of students think that it hardly takes into account, 19%of students chose do not knowA discussion on the difficulty of English homework in junior high school and class-teaching effectBased on the findings on difficulty of English homework in junior high school, more than half of the students find it difficult to complete, although a considerable number of students indicated that they could accept, only a very small number of students find it very easy, teachers tend to overestimate the levels of students, the vast majority of teachers think that the current homework is not challenging to students, more than half of the students feel that the homework is easy, and the point of view is very different from students. Lead to such a different view on difficulty, mainly because of the difficulty of homework is relative, teachers easily measure the difficulty of homework from their own point of view, but failed to deeply understand students, they blindly want to raise the level of the students, unconsciously improve the difficulty of homework designed. But some teachers have not done such statistics in this area, it also shows that teachers didnt pay attention to students reactions to the difficult of homework and it would be difficult to control the difficulty in the design of homework. So we should observe and understood the students before assigning English homework, and make the difficulty be adapted to the students ability, improve the effect of teaching.关于初一学生英语家庭作业布置情况的问卷调查同学：你好！为了了解现如今初中生英语家庭作业的布置情况，改进英语家庭作业的设计，我们准备对初中生的英语家庭作业进行调查。希望你能给我们宝贵的意见和反馈。请如实填写一下问卷，填写时无需署名。对你提供的信息我们会保密，不会用于任何其他用途，请不要有所顾忌。谢谢你的合作！ 调查时间： 调查地点：单选题： 根据每道题下的回答项，请在（）中选择最符合你实际情况的一个。1. 在设计英语家庭作业的时候，应该考虑哪些因素？ A 学生 B 老师 C课本 D以上都要考虑 E不知道2. 你认为老师为什么要布置英语家庭作业？ A 巩固学生所学的知识 B 老师为了完成自己的教学任务 C 培养学生学习英语语言学习的方法和态度 D 其他原因 E不知道3. 你认为做英语家庭作业的原因是什么？ A 利用课外时间巩固所学知识 B 提高英语运用能力 C 为了考试得高分 D 不知道 E为了应付老师和家长的监督4. 在做英语家庭作业的时候，你持何种态度？ A 积极应对，努力完成 B不必太认真，完成即可 C 被动抄袭 D 不知道5. 你对目前的英语家庭作业模式以及内容感兴趣吗？ A 非常感兴趣 B 更加感兴趣 C 一般 D 不太感兴趣 E 不清楚6. 你觉得你的同学对目前的家庭作业模式和内容有何反应？A 90%学生喜欢 B 70%喜欢 C 50%喜欢 D 30%喜欢 E不知道7. 你认为哪种类型的英语家庭作业占多数？A 抄写和背诵 B 合作和操作 C 做练习 D 调查，练习 E其他类型8. 你认为现阶段的英语家庭作业模式可以激发你的想象力吗？A 经常可以 B 有时可以 C 很少可以 D 不可以 E不知道9. 你们老师最经常布置哪一种英语家庭作业？ A 以写作业为主，还有一些其他形式的作业 B 只有写作业的形式 C 听说读，很少写的 D 包括听说读写 E 不知道10. 在做家庭作业时，除了课本，你还用到其他工具或者信息吗？A 经常有 B 有时有 C 很少有 D几乎没有 E不知道11. 你觉得现阶段的英语家庭作业和你的日常生活关系密切吗？A 非常密切 B 更加密切