Abstract
With the development of curriculum reform of basic Education, English teaching pays more attention on cultivating students' integrative use of language. As an essential part in the junior high school English learning, homework design is as important as the classroom teaching. However, based on previous studies abroad and at home, we find that no matter in the teaching research or teaching practice, teachers always pay special attention to English classroom teaching, and ignore the homework design, even today when everybody advocates effective teaching, very few people care about whether the homework is effective. In response to this problem, this paper uses the methods of literature and questionnaire to investigate 100 eighth-grade students and 6 teachers from Fuyang Yu DaFu Middle School, and then through analyzing and combining with related theories concludes that the effectiveness English homework design should satisfy the needs of different students, enrich the form of homework and arouse students’ learning interests, etc.
Keyword: English homework design; effectiveness; junior high school
Contents
Abstract
摘 要
1. Introduction-1
1.1 Background of the Study-1
1.2 Purpose of the Study-1
1.3 Significance of the Study-1
1.4 Definition-1
1.4.1 Homework-1
1.4.2 English homework-2
2. Literature Review-3
2.1 Theoretical foundations-3
2.1.1 The Theory of Multiple Intelligences-3
2.1.2 The theory of constructivism-3
2.1.3 The theory of Humanism-4
2.2 Previous studies abroad and at home-4
2.2.1 Previous studies abroad-4
2.2.2 Previous studies at home-4
3. Methodology-6
3.1 Participants-6
3.2 Measures-6
3.2.1 Design of Questionnaires-6
3.2.2 Homework Survey-6
3.2.3 Procedure-6
4. Results and Discussion-7
4.1 Analysis of Questionnaires-7
4.2 Analysis of Homework Survey-8
5. Conclusion & Suggestion-9
5.1 Conclusion and Pedagogical implications-9
5.2 Limitations of this study and suggestions for future study.-10
References-11
Appendixes-12
Appendix 1-12
Appendix 2-14
