农村小学英语家庭作业布置与批改现状调查研究-以云龙小学为例

1.Introduction1.1TheResearchBackgroundofThisStudyIn2001,theMinistryofeducationrequestedthatprimaryschoolEnglisheducationshouldbeextendedtoruralareasandEnglishteachingandlearningbeginfromthethirdgrade,whichmeansthatprimaryschoolEnglishhasstartedanewprocess.TheNationalEnglishCurriculumStandard(2011)clearlystatedthatstudentscanformpreliminarycomprehensivelanguageapplicationabilitythroughEnglishlearning.Languageskills,languageknowledge,learningstrategiesandculturalawarenessareallimportantcomponentsofcomprehensivelanguageapplicationability.Therefore,whentheteachersarrangeandcorrectEnglishhomework,theyneedtopayattentiontostudents’needsforlanguageknowledgeandemotionalattitude,suchasaskingstudentsfortheiropinionsonthemarks,comments,evaluationresults,andsoforth,inordertofindmorediversified,personalizedandhumanizedwaystocorrectstudents’Englishhomework.However,duetothelackofEnglishteachers,manyEnglishteachersinruralprimaryschoolneedtotakemultipleclassesandgrades,sotheyneedtopreparealotoflessonsandcorrecthundredsofhomeworkeveryday,whichleadstothepoorqualityofhomework.Therefore,howtoimprovethearrangementofEnglishhomeworkandthemethodofmarkingaccordingtothenewcurriculumstandardhasbecometheproblemtobediscussedinthispaper.Withthecontinuousreformofthenewcurriculum,thephrase“lightentheburden”hasgraduallyattractedpeople’sattention,theyadvocatethatneitherteachersnorparentsshouldputtoomuchpressureontheirchildren,especiallytheprimaryschoolstudentsareinthestageofpersonalityandemotionaldevelopment.Butmanyprimaryschoolstudentsarestillinthestaterushingtothetutoringclassorhomewithheavyschoolbagsafterschooleveryday,becausenowtheyarenolongerjustlearningChineseandmathematics,butalsoscience,moralityandEnglish,“Iwanttolightenmybackpack.Icannotgrowtallerwiththatheavybag”,whichmaybethevoiceofeverystudent.1.2TheResearchAimofThisStudyAsthenewteachingmodeisgraduallyreplacingthetraditionalclassroomteaching,mostprimaryschoolEnglishteachersaregraduallyawareoftheimportanceofEnglishhomeworkwhilefacingtheimpactofthesenewteachingmodes.Undertheinfluenceofthisteachingmethod,asanimportantpartofEnglishteaching,thetypeofhomeworkalsoneedstomakecorrespondingchanges.Thediversityofthenewteachingmethodwillinevitablyleadtoavarietyofhomeworktypes,butitisdifficultforteachersandstudentstoadaptnewteachingmethods.Sointheactualteaching,whatkindofhomeworkdoestheteacherarrange?HowtofinishtheprocessfromarrangementtocorrectionoftheEnglishhomework?WhatproblemsareexistinginthearrangementandcorrectionofEnglishhomework?Theseareallissuestoconsider.Therefore,theauthorlaunchedthesurveywiththeideaofunderstandingthearrangementandcorrectionofYunlongprimaryschoolstudents’Englishhomeworkinactualteaching.TheproposedaimistounderstandthecurrentsituationofhomeworkarrangementandcorrectionaccordingtothedataandfindouttheproblemsthattheteachersandstudentsencounterinthisprocessfromthearrangementofEnglishhomeworktothecorrection,andthenanalyzethereasons,soastoputforwardsomerelevantsuggestions.1.3TheResearchSignificanceofThisStudy1.3.1TheTheoreticalSignificanceofThisStudyAfterconsultingvariousliteratureonhomework,theauthorfindsthatmanyscholarshavedonealotofresearchesonChineseandmathematics,butEnglishislessinvolved,especiallyinprimaryschool.BecauseEnglishhomeworkisnotmentionedinthenewcurriculumstandard,thereisnoclearregulationforit,butinordertoachievethepurposeofcultivatingstudents’positiveattitudetowardslearningEnglishinprimaryschool,stimulatingstudents’interestinlearningEnglishandreducingstudents’burdenofstudy,itisnecessarytoarrangeandcorrectprimaryschoolstudents’Englishhomeworkatpresentcertainresearch.Therefore,thispapertakesYunlongprimaryschoolasanexampletoinvestigatehowEnglishteachersinprimaryschoolarrangeandcorrectEnglishhomework,summarizetheexistingproblemsandprovideeffectivesolutions,sothatprimaryschoolstudents’homeworkcanbecomeaneffectiveextensionofEnglishclassroom.Inthisway,theresearchercanenrichtheresearchofEnglishhomeworktheoryanddeepenthenewcurriculumreform.1.3.2ThePracticalSignificanceofThisStudyThispapercarefullyexaminesandsolvestheproblemsexistinginthecurrentEnglishteaching(mostparentsofprimaryschoolstudentsinvillagesandtownscannotcooperatewithandsupervisethestudentstocompletetheirhomeworkbecausetheydonotunderstandEnglish).ThepurposeofthisresearchistochangethedilemmaofpassivelearningfacedbyprimaryschoolstudentsinlearningEnglish,sothatprimaryschoolstudentscanfullyfeelthesenseofachievementandhappinessbroughtbycompletingEnglishhomework,soastoformagoodhabitofactivelycompletinghomework,andstimulatethestudents’interestandinitiativeindoingEnglishhomeworkandimprovetheenthusiasmoflearning.1.4TheOrganizationofThisThesisThewholestudyconsistsoffiveparts,whichareintroduction,literaturereview,researchsubjectsandmethodology,dataanalysisanddiscussionandconclusion.Thefirstpartwillmainlypresenttheaim,theresearchbackgroundandthesignificanceofthestudy.Thesecondpartisliteraturereviewofthestudy,theauthorwillshowtheinternationalstudies,domesticstudiesandthesummaryoftheliteraturereview.Thethirdpartisresearchsubjectsandmethodology,itwillincluderesearchquestions,thesubjectsofthestudyandresearchinstruments,therearethreeresearchinstruments,physicalsamplemethod,questionnaireandinterview.Thefourthpartisanalysisanddiscussion,itwilldivideintofourparts,theresultsofphysicalsamplemethod,dataanalysisofresultsofquestionnaire,dataanalysisofresultsofinterviewandthesummaryoftheseresults.Thelastpartisconclusion,includingthemajorfindings,implications,limitationsandsuggestionsofthisstudy,inthispart,theauthorwillgiveabriefconclusionofthewholestudy.2.LiteratureReview2.1InternationalReviewThereisnocorrelationornegativecorrelationbetweenthetimerequiredforhomeworkandstudents’academicperformance(Barber,1986).Thatistosay,teacherscanimprovestudents’academicperformancebygivingthemsomehomework.Butiftheamountofhomeworkisincreasingandthetimethatstudentsspendonhomeworkisincreasing,students’academicperformancemaycontinuetodecline.HongE(2001)didastudyshowsthatthegreatimportanceofparents’participationintheirchildren’homeworkandfamilylearningenvironment.Theteacherscanneveraskstudentstodoalotofheavyandunnecessaryhomeworkinordertoassignhomework.Theteachersmusthaveapurposewhentheyarrangehomework,teacherscanneverassignhomeworkforthesakeofaskingstudentstodohomework(FrancesL&VanVoorhis,2004).Beforedoingeverything,itshouldhaveitspurpose,andhomeworkshouldbethesame.Becausewithaclearpurpose,studentscananswerthequestionsencounteredintheprocessofhomework.Theeffectivenessofhomeworkcanbemaximizedwhenteacherscommunicatehomeworkpolicieswithstudentsandparents(Heitzmann,2007).Therefore,thearrangementandcorrectionofhomeworkisnotonlytheteacher’sjob,italsoneedsthecooperationofstudentsandparents.Thedegreeofhomeworkcompletionindicatestheimportancestudentsattachtolearning.Cooper(1994)madearesearchontheassignmentsevaluationandfeedback,hementionedinitthatteacherscangivestudentssomeincentivesaccordingtotheircompletionofassignmentandtheirattitudetowardshomework.Cooper(2001)alsoadvocatesthathomeworkpoliciesshouldbeflexible.Itisbeneficialaslongasteachersusetheirknowledgetoguidestudents.WildmanP.R(1968),aneducator,whostates(HomeworkPressures)thathomeworkdoesnotmeetthebasicneedsofchildrenandadolescentswheneveritencroachesonsleepingtime.Ineverydifferentperiod,peoplehavedifferentopinionsonthearrangementandcorrectionofhomework,andthecriticismandpraiseofthecorrectionmethodsalwaysexistatthesametime.2.2DomesticReviewIntheDictionaryofEducation(GuMingyuan,1990),homework,referstothelearningactivitiescompletedbystudentsthemselvesintheextra-curriculartimeaccordingtotheteachers’requirements.Itisgenerallybelievedthathomeworkistoimproveandconsolidatetheknowledgethatstudentslearnedintheclassroom,andtocultivatestudents’independentlearningabilityandhabits.Intheteachingactivities,homeworkalsoaccountsforacertainproportion.ShiLing(2006)pointsoutthathomeworkistheextension,consolidationandsupplementoftheeffectivenessofEnglishteaching.Teachersshouldnotonlypayattentiontoclassroomefficiency,butalsopayattentiontotheeffectivenessofhomeworkfeedback.ShepointsoutthattherearemanyproblemsinthearrangementandcorrectionofprimaryschoolEnglish.Teachersshouldcombinethenewhomeworkwiththetraditionalone,sothattheycangetagoodconsolidationandpractice.Anviewwasexpressedthat“thepracticalEnglishhomeworkisnotonlyconducivetothedevelopmentofstudents’intelligence,theformationofgoodcharacter,strongwillandnoblecharacter,butalsoconducivetothecultivationofstudents’self-managementabilityandmultiplecognitiveability”(ChengXiaotang&GongYafu,2005,p.3).ZhouFang(2010),afront-lineteacher,whothinksthattherearesomedisadvantagesintraditionalEnglishhomework.ZhouFangproposestoarrangehomeworkwithstrongautonomyandhierarchy.Thehomeworkshouldbearrangedinknowledge,skills,emotionalattitudeandvaluesofstudents,andtoembodythecooperation,researchandhumanityofhomework.HuangAiwen(2018)believesthattheteacher’designeffectonEnglishhomeworkcandirectlyaffectstudents’learninginterestandthecultivationofstudents’learningskills.SunJia(2017)alsothinksthatmanyruralstudentsaretroubledbyEnglishhomework,sothecarefuldesignofEnglishhomeworkisofgreatsignificanceforpromotingtheirEnglishlearningandcultivatingstudents’comprehensiveability.WuTing(2016)deemsthattheteacher’sevaluationtohomeworkisasmallpartofEnglishteaching,butforstudents,teacher’sunderstandingcanincreasestudents’honorandenterprise.LiXueqin(2019)alsothinksteachersshouldtrytheirbesttofindhighlightsintheprocessofevaluatingstudents’homework,giveprioritytoencouragementandpayattentiontomultipleevaluations.LuanXiaofang(2007)thinksthattherearetwomainpurposesofhomeworkarrangement.Oneiseducation,studentscanstrengthentheknowledgeofthecontentofthetextbookstheyhavelearned,andthentheycanapplythecontentofthetextbookstotherealitytorealizethechangeofability.Ontheotherhand,intermsofstudents’emotionalattitude,homeworkcanencouragestudentstocontinueexploringtheknowledgewhathavenotintroducedinthestimulatecuriosityanddesire.Inanearlierarticle,itwasproposed(XueYan,2019)thattheeffectivearrangementofprimaryschoolEnglishshouldbeguidedbyininterest,theteachershouldadheretotheprincipleoftimely,appropriateandmoderateandgiveconsiderationtohierarchyanddiversity.2.3SummaryAtpresent,theresearchresultsofEnglishhomeworkathomeandabroadaremorefruitful,whichlaysasolidfoundationforthefollow-upresearchandbuildsagoodresearchplatform.Inpreviousstudies,manyresearcherschoseresearchobjectsfromdifferentperspectivesandbackgrounds,becausetheEnglishinprimaryschoolisaimedatcultivatingstudents’interestsandhabitsinlearningEnglish.Therefore,althoughEnglishinruralprimaryschoolsisincludedinthescopeofentranceexamination,manymiddleschoolsdonottakeEnglishscoresasthebasisfortheirselectionoftalents,sotheresearchonEnglishinprimaryschoolmaybelessinvolved,therearefewresearchesonEnglishhomeworkinprimaryschool.Althoughmanyresearchershavedonesomeresearches,withthepassageoftime,thearrangementandmarkingofEnglishhomeworkhavechanged,whichneedstobefurtherexpandedanddeepened.Therefore,theauthorstartedwithYunlongprimaryschooltoinvestigatethecurrentsituationofarrangementandcorrectionofEnglishhomeworkandsummarizedtheexistingproblemsandproposedeffectivesolutions.3.ResearchSubjectsandMethodology3.1ResearchQuestionsIntheproject,theauthorwillsolvethefollowingthreequestions.(1)Howtoimplementtheprocessofhomeworkarrangementandcorrection?(2)WhatisthecurrentsituationofEnglishhomeworkarrangementandcorrectioninprimaryschool?(3)WhatproblemsareexistinginthearrangementandcorrectionofEnglishhomework?3.2SubjectoftheStudyTheschoolselectedinthissurveyisYunlongprimaryschoolinZhenxiongCounty.Thisschoolwasoncesubordinatetocounty-levelschoolsandlaterdividedintotownshipprimaryschools.Therefore,thesourceofstudentsisdifferent.StudentsandtheirparentsattachdifferentimportancetoEnglish,andtherearemanydifferences.Therearenearly439studentsfromseveraldifferentclasseswillparticipateinthesurvey.Thesestudentshaveacertaincognitiveability.Withthehelpandguidanceoftheclassroom,theycanbetterunderstandthequestionsofthequestionnaireandmakemorepracticalanswers,soastomakeaneffectivesurvey.Withthehelpoftheteachers,theauthordistributedthequestionnairetothestudentsandexplainedthatthesurveyisanonymous,thenaskedthemtoanswerthequestionsaccordingtotheirownactualsituationasmuchaspossible.Theteacherhelpedthestudentsunderstandthemeaningofeachquestion,theninformedthemtofinishthequestionnaire,andfinallycollectedit,thisistoensuretheauthenticityandeffectiveness.Finally,439questionnaireswerecollected,therecoveryrateis100%,439validquestionnaires,andtheeffectiverateis100%.Thetotalnumberofteachersinterviewedthistimeissix.Theseteachersaremainlyfromthecorrespondingteacherswhosestudentsareassignedtodothequestionnaire.Thepurposeistoverifytheauthenticityofthesurveyandcomparetheinterviewcontentofteacherswiththeresultsofthestudents’questionnairesurvey.3.3ResearchInstruments3.3.1PhysicalSampleMethodThefirstoneisphysicalsamplemethod,thatis,theresearcherenterstheprimaryschooltoinvestigateandthencollectstheEnglishhomeworkofsomestudentsindifferentclassesassamples,thenclassifiesaccordingtothetypeofhomeworkandrecordsthearrangementoftheEnglishhomeworkofthestudents,soastoknowwhattypeofhomeworktheteachersusuallyassignandtheamountofEnglishhomeworkthatthestudentsdoeveryday.3.3.2QuestionnaireThesecondoneisquestionnaire,accordingtothetopicofthispaper,theauthordesignsastudentquestionnairewithtwentyquestions,whicharerespectivelyrelatedtotheeightaspectsofstudents’homeworkandteachers’correction:students’opinionsonthetypeofhomework,parents’attentiontostudents’Englishlearning,thedifficultyofhomeworkandthetimerequiredforhomework,thepurposeofhomework,correctionsymbolsandthemethodtograde,correctioncomments,thestandardforcorrectinghomework,theprincipalinchargeofcorrectinghomework,andthenunderstandsthestudents’attitudetowardsthecorrectionofhomeworkfromtheseaspects.Afterensuringtheintegrityofthequestionnaire,theauthorgoestothedifferentclassestosendoutthequestionnaire.Itistounderstandthetruecurrentsituationofarrangementandcorrectionofprimarystudents’Englishhomework.3.3.3InterviewThentheauthorconductsrespectivelyface-to-faceinterviewswiththesixEnglishteachersinYunlongprimaryschool.ThecontentoftheinterviewismainlyaboutthearrangementandcorrectionofEnglishhomework,thetypeofEnglishhomework,thesituationofmarkingandcorrectingandtheproblemsencounteredbyteachersincorrectingEnglishhomework.Thepurposeistogetadirectunderstandingofteacher’attitudesandopinionsonhomework.Finally,theresearchercollectsandanalyzesthedataforthearrangementandcorrectionofprimaryschoolstudents’homeworkaccordingtotheresultsofthequestionnaireandinterviewsandthenputsforwardrelevantsuggestionsbasedtotheresults.Theseresearchinstrumentsareabletocontactstudentsandteachersdirectlyandunderstandtheirviewsonarrangementandcorrection.Theauthorcanalsohaveamorecomprehensiveunderstandingoftheproblemsencounteredbyteachersinassigningandcorrectinghomeworkandthecausesofsuchproblems,soastofindcorrespondingsolutions.4.AnalysisandDiscussionInordertofindoutthecurrentsituationofEnglishhomeworkcorrectioninYunlongprimaryschool,theauthoradoptedthreeresearchinstruments,physicalsamplemethod,aquestionnaireforstudentsandaninterviewforteachers.4.1ResultsofPhysicalSampleMethodFigure1Figure2Figure3Ascanbeseenfromtheabovepictures,thehomeworkassignedbytheteacherisgenerallydividedintothecopyofwordsandgrammar,anddictationofwordsandsentences,thetestofexaminationpaper,sentences-making.Thetypeofhomeworkisrelativelysimple,becausetheEnglishhomeworkisalmostpresentedinwritten.4.2ResultsofQuestionnaireAccordingtothestudents’questionnaireabouttheprimaryschoolEnglishhomework,theauthormainlydiscussesthefollowingaspects.4.2.1Students’AttitudestowardtheTypeofHomeworkBecausetheauthorhaslearnedaboutthetypeofstudents’homework,theauthorwantstoknowwhetherthestudentslikethiskindofhomeworkandwhatkindofhomeworktheywanttodo.Asshown

in

Graph1-1,1-2,76%ofthestudentsdonotwanttheteachertoarrangethewrittentypeofhomework,someofthemlikelisteningpractice,somelikeoralpractice,

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26%

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students

like

group

work,

but

most

of

themwant

their

teacher

to

arrange

various

types

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homework,

accounting

for

43%.This

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thattheteachersneedtochangethetypeofhomeworktheyassign.4.2.2Parents’AttentiontoStudents’EnglishLearningAsYunlongprimaryschoolisaruralprimaryschool,manyparentsmayholdtheviewthatEnglishisastrangeandunimportantsubjectinprimaryschool.Sotheauthorwantstoknowwhetherparentsattachimportancetostudents’learningEnglishandwhethertheycangiveguidanceintheirchildren’sEnglishhomework.AsshowninGraph2-1,2-2,59%ofthestudentsdidnotlearnEnglishbeforethethirdgrade,73%ofthestudentssaidthattheirparentswouldnotcheckandtutortheirhomework,therearetwomainreasons,ontheonehand,theirparentsdonotunderstandEnglish,ontheotherhand,theirparentsgoouttowork.ThismeansthatmoststudentshavenoenvironmenttolearnEnglishathome,anditcanshowthatmanyparentsdonotpayenoughattentiontotheirchildren’sEnglishhomework.Greatmajorityparentsdonotgiveguidanceintheirchildren’shomework.4.2.3TheTimeandDifficultyforHomeworkTherearefivesubjectsthattheprimaryschoolstudentsneedtostudy.SotheauthorwantstoknowhowlongitwilltakethestudentstofinishtheirhomeworkandhowlongtheyspendonEnglishiftheteachersofeachsubjectassignhomeworkeveryday.Theauthoralsowantstounderstandwhetherthedifficultyofhomeworkissuitableforstudents.AsshowninGraph3-1,3-2,morethanhalfofthestudentsdotheirhomeworkatleast2hoursaday,and27%ofthemspendmorethan3hoursadayindoinghomework.Itcanbeseenfromthesedatathatmoststudentscanfinishtheirhomeworkatleastafternineo’clock,whichmeanstheydonothaveanysparetimeforentertainment.InGraph3-3,45%ofstudentsholdtheviewthatthedifficultyofhomeworkissuitableforthem,nearlyaquarterofthestudentsthinkitistoosimple,butalsoathirdthinkitistoodifficult.Accordingtotheabovegraphs,itcanbeshownthattheamountofhomeworkandthedifficultyofhomeworkarerelativelyunreasonable,becausealargeamountofhomeworkalmostoccupiestheleisureofstudents,sotheyhavenotimeandenergytorelaxorplaywithfriends,whichinprincipleisnotaccordwiththeneedsofstudentstoreducetheburden.Thedifficultyofhomeworkassignedbytheteacherdoesnotconformtomanystudents’actuallevel,ontheonehand,itmayhitsomeunderachievers’confidence,andontheotherhand,itcannotreflectsometopstudents’knowledgelevel.4.2.4Students’OpinionsonthePurposeofCompletingEnglishHomeworkThegoalofEnglishCurriculumTaskmentionedinEnglishcurriculumstandardistostimulatestudents’interestinlearningsubjectsandcultivatetheirenthusiasmforlearning.PrimaryschoolEnglishhomeworkisaneffectiveextensionanddeepeningofEnglishclassroomteaching,therefore,theauthorwantstounderstandthestudents’viewsonthenecessityofdoinghomeworkandthepurposeofhomework.AsshowninGraph4-1and4-2,morethanhalfofthestudentsthinkthatthepurposeofcompletinghomeworkistoconsolidatetheknowledgetheyhavelearned,nearlyaquarterofthestudentsthinkthatitistofindtheirownshortcomings,andonlyafewofthemaretocopewiththeinspectionofteachers.But2%ofthestudentsneverdohomework.Thisshowsthatmoststudentsthinkthathomeworkisveryimportant,itcannotonlyconsolidatewhattheyhavelearned,butalsochecktheirshortcomings.Onlyoneintenstudentsholdtheoppositeopinion,andoneinfivestudentsthinkitisthesametodoornottodohomework.Itcanbeseenthatmostofthestudentshaveapositiveattitudetowardstheteacher’sarrangementofhomework,buttherearealsosomestudentswhoareindifferenttoEnglishhomework.4.2.5Students’AttitudestowardstheSymbolsandGradesMarkedbyTeachersIntheprocessofcorrectinghomework,teacherswillgenerallyusesomespecificsymbolstojudgewhetherthestudents’homeworkiscorrect.Whenthehomeworkiscorrected,theywillalsomakeanoverallassessmentofthestudents’homeworkperformance.Sotheauthorwantstounderstandwhatkindofsymbolsandevaluationmethodsareusedtocorrecthomeworkbytheteachersandthestudents’attitudeonthiswayofassessment.AsshowninGraph5-1,5-2,bothteachersandstudentsprefertomarkstudents’homeworkwith“√”,butfewstudentsliketoseethesymbol“×”intheirhomeworkbooks,whichmayhitstudents’self-confidence.Thesymbol“○”israrelyusedbyteachers,accountingforonly8%,andonly6%ofthestudentslikethesymbols.Whenevaluatingscores,studentspreferthehundred-marksystemtothegradingsystem.InGraph5-2,the“other”optionhasincreasedsignificantly,whichshowsthatsomestudentsthinkthatteachersmayneedtochangethemarkingsymbolsandevaluationmethods.Itcanbeseenthattheteachers’markingsymbolsandthemethodsofevaluatingscoresarebothconventionalandtraditional.4.2.6Students’ViewsonMarkingCommentsMarkingcommentsisakindoflanguagewrittenbyteacherstoexpresstheiropinionsonthisassignment,whichisalsoawayofcommunicationbetweenteachersandstudents.Teacherscanseestudents’understandingofwhattheyhavelearnedintheirhomework,sotheycanwritecommentstoexpresswhetherstudentsneedtoimprove.Theauthorwantstoknowwhetherteachersareusedtowritingcomments,whatkindsofcommentstheywrite,andstudents’opinionsonthemarkingcomments.AsshowninGraph6-1,6-2,6-3,6-4,lessthanonethirdofthestudentssaidthattheirEnglishteachersoftenwritecommentsintheprocessofcorrectinghomework,andnearlyhalfofthestudentssaidthatEnglishteachersoccasionallywritesomecomments,butmostofthesecommentsarecriticalanddemandingtostudents.71%ofthestudentssaidtheywouldliketheirteacherstowritesomecomplimentaryandinterestinglanguageintheirhomework.Thevastmajorityofstudentsthinkthatitisaresponsiblereflectionforteacherstowritecommentswhencorrectinghomework.Inaddition,somecommentsorsuggestionsmadebyteachersincorrectinghomeworkcanshowthathomeworkcannotbesimplyfinished,butalsoneedsomegoodfeedbackbetweenteachersandstudentstogetaneffectiveextension.4.2.7Students’OpinionsontheStandardofCorrectionStudents’homeworkisgenerallyscoredbythejudgmentofteachers,theyusuallyhavetheirownuniquestandardstomeasurewhetherthehomeworkisexcellent.So,thepurposeofthesetwoquestionsistounderstandwhatstandardsareusedbyteacherstocorrectandgradestudents’homeworkandwhetherthesestandardsarerecognizedbystudents.AsshowninGraph7-1and7-2,morethanhalfofteacherspaymoreattentiontotheaccuracyratewhencorrectinghomework,andaquarteroftheteachersthinkthatstudents’writingisalsoveryimportant.And45%ofthestudentswantteacherstopaymoreattentiontotheirprogress,andhalfofthestudentspaymoreattentiontotheaccuracyandwriting,accountingfor32%and21%respectively.Thestudentsandteachershavedifferentattitudestowardsthestandardofcorrection,teacherspayattentiontotheaccuracyrateofhomework,whilestudentsaremoreconcernedabouttheirownprogress.Infact,teacherscanalsopaylessattentiontostudents’presentationofstudents’resultsandmoreattentiontowhetherstudentsareimprovingovertime.4.2.8Students’OpinionsonthePrincipalinChargeofCorrectingHomeworkThenewteachingmodeandteachingmethodhavegraduallyreplacedthetraditionalteachingmode.Theprincipalinchargeofcorrectinghomeworkcanalsobechangedaccordingly.Itisnolongercompletedbytheteacheralone,butalsocanbeappropriatelydistributedtostudentsandparents.Thiscannotonlyreducetheburdenofteachers,butalsodrawinthedistancebetweenteachersandstudents.Forstudents,thiscanhelpthemtohaveabetterunderstandingoftheiracademicachiev