To improve the quality of compulsory education, what adjustments need to be made to homework tests?
Wang Ying. Homework and examinations are necessary means to improve the quality of education, and they are also an important part of the routine management of school teaching. For a long time, many schools in the compulsory education stage have flaunted the banner of improving the quality of teaching, and students' homework has been increased layer by layer, and the examination is a small test every week and a big test every month, which not only increases the burden of students' homework, but also increases the physical and mental burden of students. In view of the heavy burden of students' homework and frequent examinations, the "Opinions on Deepening the Reform of Education and Teaching and Comprehensively Improving the Quality of Compulsory Education" (hereinafter referred to as the "Opinions") issued by the Communist Party of China has made clear provisions on this, and the key is to do a good job in implementation.
The first is to strictly control the amount of students' homework and optimize the design of homework. The "Opinions" requires: "Coordinate and regulate the number of homework and homework time in different grades and different disciplines, promote students to complete basic homework, strengthen practical homework, explore flexible homework and interdisciplinary homework, and continuously improve the quality of homework design." ”
The heavy homework burden of students is mainly manifested in the large amount of homework and the long time to complete the homework. Prior to the promulgation of the Opinions, many provinces had also issued relevant regulations requiring that the homework time in primary schools should not exceed 05 hours, no more than 1 hour in junior high school. However, in the specific implementation process, due to the lack of macro-control in the school, these regulations are mere formalities, and the actual time for students to complete homework far exceeds the stipulated time.
In addition to the regulations issued by the school to check and regulate the homework of each subject, the regulation of students' homework also depends on the correct assessment of students' learning Xi level and the quality of homework design. For the same assignment, it may take less than 10 minutes for the top student, 20 minutes for the average student, and 30 minutes for the poor student. Therefore, when assigning homework, teachers should not only target the top students, nor should they only face the students with poor foundation, but should take the middle students as a reference and scientifically evaluate the amount of homework and homework time of the students.
In addition, in order to effectively reduce the burden of students' homework, teachers should also pay attention to teaching students according to their aptitude and optimize the design of homework. The "Opinions" specify four types of assignments, namely "basic assignments, practical assignments, flexible assignments and interdisciplinary assignments". For students with learning difficulties, they can be asked to complete only basic homework to consolidate what they have learned that dayFor secondary students, they can be asked to complete practical assignments in addition to basic assignments;For the top students who have spare time, they are required to complete four types of homework at the same time. Different students have different homework requirements, and the homework burden of students will be greatly reduced.
The second is to eliminate parents' homework and strengthen the effect of homework. The "Opinions" clearly stated: "It is forbidden to turn students' homework into parents' homework or require parents to check and correct homework, and punitive homework shall not be assigned." "The purpose of students completing homework is to consolidate the knowledge they have learned that day and improve their ability to analyze and solve problems through effective training. This can only be achieved if students complete their homework manually. However, due to the large amount of homework and difficult questions, students are unable to complete it, and some homework has to be done by parents.
Homework is supposed to check the effectiveness of students' Xi learning, but some teachers turn homework into a means of punishing students, assigning a large number of repetitive and copying homework, which is time-consuming and laborious, and does not achieve the effect of homework. The "Opinions" put an end to turning students' homework into parents' homework or requiring parents to correct homework, and strictly prohibiting the assignment of punitive homework, which not only clarifies the responsibilities of home and school, loosens the constraints for parents, but also urges teachers to assign homework with high quality.
The third is to require teachers to carefully correct homework and do a good job of homework feedback. The "Opinions" pointed out: "Teachers should carefully correct homework, strengthen face-to-face explanations, and give feedback in a timely manner. "Due to the large amount of homework in the past, teachers did not have the time and energy to check the completion of students' homework, so parents had to check it on their behalf. Some parents are not well educated enough to complete this task, so they have to sign it hastily. Parents can't understand it, and teachers don't make corrections, so this kind of homework is just a formality and has no effect.
The "Opinions" requires teachers to carefully correct homework, strengthen face-to-face criticism, and give feedback in a timely manner, so that teachers can understand the real situation of students' homework and find problems in homework, so as to make targeted comments and feedback on homework. In particular, face-to-face correction is conducive to face-to-face communication and exchanges between teachers and students, and it is also helpful for students to deepen their understanding of what they have learned and establish confidence in learning Xi. Of course, teachers carefully correct students' homework, which will inevitably increase the workload of teachers, which requires teachers to strive for excellence when assigning homework, and not to be greedy for perfection.
Fourth, strictly control the number of examinations and give full play to the role of examination incentives. The "Opinions" put forward very clear requirements for the examination: "Strictly control the number of examinations, the content of the examination must conform to the curriculum standards, be related to the actual life of students, the examination results shall be evaluated by grades, and it is strictly forbidden to publish students' grades and rankings in any way." ”
The examination is not only a closed-book assignment completed within the specified time, but also an effective means to test and evaluate the effect of students' learning Xi. There are two types of examinations: selective examinations and diagnostic examinations, and in general, the high school entrance examination, the college entrance examination and various social examinations have a selective nature and need to be ranked according to their resultsThe daily examination in the compulsory education stage aims to check the effectiveness of students' learning Xi a period of time, and find out the problems in both teaching and learning, so that teachers can improve their teaching work in the next step. Therefore, this type of exam is a diagnostic exam, there is no selection function, and there is no need to publish the student's grades and rankings.
But for a long time, "exams, exams, exams, teachers' magic weapons;Points, points, points, the lifeblood of students" once became the norm of school teaching management. Some teachers and school administrators believe that the more exams there are, the better students will perform;The more students are empowered by the publication of their grades and rankings, the more they can be motivated. In fact, frequent exams and rankings not only increase students' homework burden, but also increase students' psychological burden, causing many students to abandon school and lose their confidence in Xi school, and ultimately lead to polarization.
In the compulsory education stage, it is necessary not only to reduce the number of examinations, but also to give full play to the diagnostic function of examinations, and to make efforts to test propositions, examination diagnosis, and improvement of teaching. The propositions should meet the curriculum standards, pay attention to the basics, closely connect with the actual life of students, be moderately difficult, and do not take deviant topics or strange topics as difficult for students. After the examination, teachers should conscientiously correct students' test papers, do a good job in analyzing and commenting on test papers, discover problems in teaching and learning in a timely manner, and formulate measures to improve teaching in the next step. Grade evaluation should be implemented in daily examinations, and it is strictly forbidden to evaluate students and teachers solely on the basis of scores. Through examination and evaluation, teachers can enhance their confidence in teaching, and students can build up their confidence in learning, thereby improving the quality of compulsory education in an all-round way.