小学英语作业布置调查报告正式版_1
关于小学英语家庭作业的调查报告（共五则）
关于小学英语家庭作业的调查报告（共五则）第一篇：关于小学英语家庭作业的调查报告关于小学英语家庭作业的调查报告调查时间：2012年12月调查地点：渔歌小学调查对象：3~6年级学生调查方法：问卷调查法调查人员：李红海调查分工：李红海负责以上三项调查一直以来，我校学生英语家庭作业地完成情况不容乐观。
为了使学生能完成英语家庭作业，更有效地掌握英语，提高家庭作业地效率，2012年12月中旬我制定了关于小学英语家庭作业的调查问卷，对我校三至六年级学生进行了家庭作业地调查。
具体如下：一、调查的方式为了使受调查的学生具有普遍性、客观性，增加调查的可信度，我采用无记名全员答卷的方法，并按年级在校门口设立了作业问卷投票箱，以便学生家长自由表达意见。
然后从每位英语教师任课的班级抽取一个，再从这个班随机抽取18份进行问卷调查汇总，然后对试卷中的各个问题逐项按人次作了统计，结果作为本调查报告的依据。
二、调查的内容本次调查共设计了5道题，包括作业量、完成作业时间、态度、作业批阅与反馈评价以及课外阅读、学生的英语学习兴趣等多方面。
具体题目如下：1、你觉得孩子英语家庭作业量如何？（）A非常多B.适中C、较少2、学校教师对家庭作业每次都自己批改吗？（）A.每次都坚持批改B.偶尔批改C.不批改3、你认为自己的每天的英语家庭作业量多少比较合适？（）A、15分钟左右B.30分钟左右C、1小时左右4、你希望的英语家庭作业类型是（）A、抄写为主B、课外阅读为主C、听、读为主5、你喜欢英语学科吗？（）A.喜欢B.不喜欢C.马马虎虎三、调查数据分析1、在被调查的家长中，有185人认为英语老师布置的作业量适中，占总数的81.14%，有17人认为我校作业量太少，占总数的7.45%，有人认为我校的英语学科作业量太多，占总数的11.41%。
三、四年英语家庭作业量比较合适，有部分家长认为作业不是很多，五、六年级英语家庭作业量大部分家长认为比较适中，个别教师英语家庭作业量较大。
小学英语低年级英语作业设计的调查研究
调查研究的题目：小学低年级英语作业设计的情况调查目的：了解小学低年级英语作业设计的实际情况，查找存在的问题并提出改进建议，以提高小学低年级英语作业的设计质量。
调查方法：本次调查采用问卷调查法，针对教师和学生进行问卷调查，了解他们对小学低年级英语作业设计的意见和建议。
调查问题：一、教师调查问题：1.您在课堂上是否布置英语作业？2.您认为小学低年级英语作业的目的是什么？3.您认为一个合适的英语作业量是多少？4.您通常采用哪些形式的英语作业？5.您认为小学低年级英语作业设计存在的问题有哪些？6.您对小学低年级英语作业设计有何改进建议？二、学生调查问题：1.您觉得自己布置的英语作业合适吗？2.您认为小学低年级英语作业对您的英语学习有帮助吗？3.您认为一个合适的英语作业量是多少？4.您通常遇到哪些困难？5.您对小学低年级英语作业设计有何建议？调查人群：本次调查对象市几所小学的低年级英语教师和学生。
调查时间：预计在一个月内完成。
调查结果分析与建议：通过对调查结果的分析，我们可以得出以下结论：1.大多数教师认为小学低年级英语作业的目的是为了巩固和加深学生对所学知识的理解。
2.教师普遍认为小学低年级英语作业过多的话会给学生造成较大负担。
3.大部分教师采用书面作业、口头作业和听力练习等形式的英语作业。
4.教师普遍认为小学低年级英语作业设计存在的问题有：作业过多；缺乏趣味性；没有区分学生的不同水平。
基于上述调查结果，我们可以给出以下建议：1.教师应该根据学生的实际情况适量布置英语作业，避免给学生过多负担。
2.在设计英语作业时，教师可以考虑增加游戏、歌曲等趣味性的内容，吸引学生的注意力。
3.针对不同水平的学生，教师可以设计不同难度的作业，以满足不同学生的学习需求。
4.教师可根据学生的实际情况，鼓励学生主动参与英语作业的设计，提高学生的学习兴趣和参与度。
总结：通过本次调查研究，我们深入了解了小学低年级英语作业设计的实际情况，并提出了相应的改进建议。
英语作业情况调查
英语作业调查报告我们对山南小学一至五年级学生英语作业情况作了一个抽样调查，现将调查结果总结如下；(一至五通过调查，当然这个调查并不能代表全体同学的心声，可是却非常有代表性。
我们从上面的调查表格中可以看出现在小学英语作业在布置上普遍存在两个极端：一是作业布置形式单一乏味，抄抄背背的机械练习较多，很少考虑到学生的天性；二是家长对英语学习的态度低年级要好于中高年级。
很多家长把注意力外移，更多的关注课外英语学习班作业。
三是我们教学的关注点单一，只是简单的课文背诵、听读、英语学习在小学阶段还没有上升到交际的层面。
这种机械固定、一成不变、缺少创造性的作业将严重影响学生学习兴趣、挫伤学习热情，影响身心的健康发展。
当然这并不是老师们的错，而是现在评价的体制对老师和学生都非常单一，所以制约了学生和老师的发展。
通过这次调查和我们平时的观察我们认为在家庭作业的设计上，应少布置一些以机械抄写、做题为主的练习，多设计一些开放性的、需要学生主动去体验、实践、参与、合作与交流等的作业。
我们现在的英语课堂教学有了很大的提高，学生在课堂上的活动多了，兴趣浓了，然而一走出课堂，学生往往就体会不到这种成功的感觉。
为了给孩子创造更多的学习机会，我们还需要设计一些精彩的作业，作业是课堂教学的补充和延续。
英语课程标准指出：教师要把凡是学生能够自己独立做的事情都给学生留出空间，让学生有时间、有机会去选择、决定，去思考，去体验、感悟，去创造、实践、应用。
因此我们总结了一些过往好的经验和对今后布置作业的改善措施。
（一）、根据学生的年龄特点，设计趣味性的作业内容。
1创意作业。
小学生所学的英语大多和日常生活密切相关，如文具用品、家居生活用品、交通工具、动物名称等等。
学了这类单词后，布置学生为这些物品贴上英语标签，根据实际情况或者在实物上贴上标签，如：pencil, pencil-box, desk, chair等，或者让学生画出这一物品再在画纸上写下这一英语单词，如：rabbit, tiger, car等，还可以让学生手工制作出这些物品然后贴上标签，如ship, boat, plane, bird等。
小学英语作业布置现状的调查研究
小学英语作业布置现状的调查研究一、调查目的和意义“英语教学活动不应该仅限于课堂教学，而要延伸到课堂之外的学习和生活之中。
”作业是课堂教学的自然延续和补充，是巩固、掌握和深化课堂所学知识必不可少的手段，是提高教学质量，培养学生综合运用语言能力的有效途径。
教师可以通过作业检查学生对英语知识的掌握情况，及时反馈信息。
学生可以通过完成作业对已学知识进行巩固和深化，并能通过作业来培养学习英语的兴趣和能力。
长期以来，传统的英语作业布置方法用一刀切的形式把机械的抄写单词、词组甚至是课文放在首位。
这样忽视了学生获取知识的主动性，容易使学生产生厌学情绪，大大降低了学习的效果，不利于发展学生的创新能力。
因此，怎样多样、有效的布置英语作业，避免“穿新鞋，走老路”，就不知不觉地摆在了我们面前。
针对当前英语作业存在的诸多问题，为促进学生全面素质的提高，教学质量的稳步提升，我开展了对小学英语作业的调查研究。
二、调查内容与过程1、调查对象青铜峡市第四小学四、五、六年级每年级各选25名学生，使用外研版小学英语教材。
2、调查时间调查时间2014年12月3、调查方式采用普遍调查（调查问卷）的方式。
4、调查内容（1）学生英语作业的完成情况（2）学生对英语作业的态度和认识（3）教师布置作业及批改的情况三、调查结果和分析１、调查问卷以问卷形式展开调查，调查内容涉及学生对英语作业的态度、对不同类型作业的态度、学生完成作业的情况等几个层面。
（1）“你喜欢现在的英语作业吗”被调查学生的回答统计如下：从学生对问题(1)的回答可以看出：随着年级的升高，知识难度的增加，学生对英语作业的兴趣，说明学生对当前作业的形式和效果都产生了排斥情绪，现有的作业形式对学生而言，已是老师强加的不得不做的“苦力”。
许多学生对英语丧失兴趣，把作业视为负担，在这种不感兴趣的情绪支配下，作业根本起不到对课堂学习检测的作用，实效性得不到落实。
一个人对某一事物的不同情感态度决定了他对待该事物时付出努力的程度，兴趣的缺失决定了学习质量的下降。
浅谈小学英语作业布置的现状和改进方法
浅谈小学英语作业布置的现状和改进方法1. 引言1.1 现状分析目前小学英语作业布置存在着作业量过大和作业内容单一的问题。
对于很多学生来说，每天都要完成大量的英语作业，包括课文默写、单词背诵、句型翻译等，给他们增加了巨大的学习压力。
作业内容单一也是一个普遍存在的现象，很多作业都是重复性的练习，缺乏趣味性和实用性，难以激发学生学习的兴趣。
作业量过大和内容单一的问题，导致了学生对英语学习产生了厌倦情绪，影响了他们的学习积极性和兴趣。
而且，过多的作业也给学生带来了沉重的学习负担，影响了他们的身心健康。
我们有必要对小学英语作业布置进行反思和改进，以提高学生的学习效果和学习积极性。
1.2 问题反思在布置小学英语作业时，我们不可避免地要面对许多问题和挑战。
作业布置的现状中，问题反思是我们必须深入思考和解决的关键。
作业不仅仅是一种学习工具，更是对学生学习能力和知识掌握程度的一种反馈。
然而，随着教育发展的日益深入，我们必须认真思考作业布置中可能存在的问题，并寻找有效的解决办法。
作业量过大是否真的有助于学生的学习？作业内容单一是否能够真正激发学生对英语学习的兴趣？我们需要反思这些问题，寻找合适的改进方法。
只有通过对问题的深入反思和思考，我们才能够找到更好的教学方式和作业布置方案，从而更好地促进学生的英语学习和提高他们的学习效果。
2. 正文2.1 现状：作业量过大作业量过大是当前小学英语作业布置的一个明显现状。
学生每天需要完成大量的练习题和阅读任务，甚至有时候还需要背诵大量的单词和句子。
这种过多的作业量不仅增加了学生的学习压力，还影响了他们对英语学习的兴趣和积极性。
作业量过大会导致学生没有足够的时间去进行课外的自主学习和参与其他兴趣班的活动。
他们每天花费大量的时间在完成作业上，导致了他们的身心俱疲，无法享受到课外生活带来的乐趣和放松。
作业量过大也容易造成学生的学习负担过重，影响他们的健康和身心发展。
长时间的坐姿学习会导致学生视力下降、腰椎受损等问题，甚至会引发学生的学习焦虑和抑郁情绪。
小学英语作业的设计及评价研究报告
小学英语作业的设计及评价研究报告一、问题的提出作业是学科教学的延伸和补充，是教师用来检查教学效果、指导学生研究的教学手段之一。
教师通过作业可以及时了解学生的研究状况，并据此调节、改善自己的教学。
可是，不少教师在布置和处理作业的过程中，常常不自觉地步入"题海"的误区，其结果不仅空耗了自己和学生大量的宝贵时间，而且导致学生厌学，降低了教学质量。
创造性地布置和批改作业，可以激励学生研究英语的热情，使他们的研究能力得到了提高。
如何有效地进行英语作业的布置与批改？通过改进小学英语作业的设计及评价方式充分调动学生的研究积极性，培养他们的参与意识和提高他们的自我教育和分析、解决问题的能力，使他们在做作业和批改作业中得到启迪，思维得到锻炼，对知识掌握由被动接受变为主动探究，从而提高教学的效率。
基于此，笔者决定在这方面作些改革的尝试。
二、理论依据研究差异是一种普存在的现象，因材施教是教育活动的基本原则之一。
古今中外的教育家对研究差异与因材施教的问题都曾进行过广泛而深入的研究，《论语》曾记载过XXX因材施教的大量生动个案。
墨翟教育学生就注意“子深其深，浅其浅，尊其尊”。
宋代教育家更明确提出：“圣贤施教，各因其材，XXX小，大以以成大，无弃人也。
”美国心理学家XXX（D.M.Jones）曾做一项实验研究，被试为两班程度相同的学生，实验班按照个性，因材施教，对照班采取共同目标，学。
在实验班，教师注意每个学生的个性差异，个别问题个别对待。
在对照班，教师则对全班学生共同要求，而对个别学生的具体情况则不给予特殊处理。
一学期后，两班接受同样的测验，其结果显示实验班成绩远优于对照班。
三、研究目标与研究内容一）研究方针1.发挥学生的主体地位和教师的主导作用,师生协同.英语作业应以学生为中心,教师为策划者,以教材教学要求为依据,从学生的需求,目的,兴趣出发,选准方法,安排教学过程,从而调动学生的积极性和主动性,把学生的研究动力和兴趣调动起来.2.因材施教.教师在教学活动中,从学生实际出发,根据不同对象的具体情况,采取不同的作业内容,进行不同的教育,使每个学生都能在各自原有的基础上得到充分发展.（二）研究主要内容:1.作业要有针对性.在英语教学中,教师除了借助课堂讲授以外,教师还要借助作业来解决教学内容中的重点,难点,从而实现教学目的,使不同层次的学生各有所获.如设计巩固交际语言的练就要重点训练学生运用语言的得体性,规范性.设计巩固语法只是的练,要重点训练学生掌握语法知识的准确性.2.布置作业要有时效性.教师布置的作业应以强化和巩固当堂或一单元授重点,难点知识为主,不宜有过多超前或滞后的知识内容.若作业作为课内作业,就不能作为课外练.这样学生才能明白每次作业训练的主旨,才能轻松,愉快,有成效.3.作业设计要有层次性和差异性.英语作业的设计根据教育教学的规律,教学活动受各种因素的制约,学生在研究和掌握知识方面不可能人人同等,处于同一水平.在英语作业布置中,分档布置法正好解决了这一矛盾.面向全体学生,包括了所有的口头作业及书面作业,每生必做.重点布置与教材有关的最基础知识和基本技能的训练.在作业布置中,一不要求全,一次落实一项训练,从宏观上控制作业量.二要有精品意识,教师对说设计的作业要达到什么样目的要有清楚的认识,不要盲目,随意.4.作业要有开放性.克服英语作业的封闭性,让学生主动从生活中研究英语.在信息时代的今天,学生接触,研究的途径很多,应该在适当的时候鼓励学生收看电视,广播或上网去吸取课外资源,增加信息输入,多多注意身边的英语,用生活中的英语来丰富自己的词汇,例如一些国家的英文缩写“USA”“CAN”“UK”等;一些知名商标如“PANDA”“COCO-COLA”等.到了一些英美国家的节日,可以让学生去收集有关万圣节,感恩节,圣诞节等的传说和有关知识,更好地去体会英美文化,感受异域风情.引导学生关注社会,参与社会实践,让作业与社会生活机密结合.布置一些与学生生活或实践紧密结合的作业,让学生体会“学有所用”的乐趣.如让学生上街时留心店名,路名,广告语等.四、研究过程1、研究对象：XXX四年级所有学生2、研究时间：2009年2月---7月3、研究办法：本课题研究采用了调查法、比较法、行动研究法、经验总结法、个案研究法等相结合的研究办法。
小学英语家庭作业情况调查报告范文
小学英语家庭作业情况调查报告范文As a parent, I have been closely involved in helping my child with their English homework. 作为一个家长，我一直密切参与帮助我的孩子完成英语作业。
It has been an interesting experience to see how my child is learning a new language and developing their language skills. 看到我的孩子在学习一门新语言并发展语言能力的过程是一种有趣的体验。
I have noticed that my child enjoys learning English, but sometimes struggles with certain grammar rules and vocabulary words. 我注意到我的孩子喜欢学习英语，但有时对某些语法规则和词汇词汇感到困难。
I try to provide encouragement and support, but it can be challenging to find the right balance between helping too much and allowing my child to learn independently. 我试图提供鼓励和支持，但很难在帮助过多和让孩子独立学习之间找到平衡点。
One of the major challenges of English homework for my child is memorizing vocabulary words. 我孩子英语作业的一个主要挑战是记忆词汇。
While my child enjoys learning new words, there are times when they struggle to remember them for quizzes and tests. 尽管我的孩子喜欢学习新单词，但有时他们在为测验和考试记忆单词时感到困难。
小学英语调查报告7篇
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小学生英语学科作业调查报告范文
小学生英语学科作业调查报告范文A Survey Report on English Homework Assignments for Primary School StudentsPrimary school is the foundation of a child's education, and the learning of English language plays a crucial role in this phase. English has become a global language, and proficiency in it opens up numerous opportunities for students in their future academic and professional pursuits. In this context, the English homework assignments given to primary school students become an important aspect to examine.This survey report aims to investigate the nature, content, and effectiveness of English homework assignments for primary school students. The report is based on a comprehensive survey conducted among teachers, students, and parents of primary school students across different regions.The survey primarily focused on the following key areas:1. Types of English homework assignments2. Frequency and duration of English homework3. Content and objectives of English homework4. Challenges faced by students in completing English homework5. Parental involvement and support in English homework6. Teachers' perspectives on the effectiveness of English homeworkTypes of English Homework AssignmentsThe survey revealed that primary school students are assigned a diverse range of English homework assignments. These include:- Vocabulary building exercises- Grammar practice worksheets- Reading comprehension tasks- Writing assignments (short compositions, creative writing, etc.)- Oral practice activities (dialogues, presentations, etc.)- Project-based work (research, presentations, etc.)- Online learning activities (educational apps, interactive games, etc.)The frequency and duration of these homework assignments vary across different schools and grade levels. However, a majority of the students reported receiving English homework on a daily or alternate-day basis, with the average duration ranging from 30 minutes to an hour.Content and Objectives of English HomeworkThe survey findings suggest that the content of English homeworkassignments is largely aligned with the curriculum and learning objectives set by the respective educational boards. The primary focus areas include:- Strengthening foundational English language skills (reading, writing, listening, and speaking)- Developing vocabulary and grammar proficiency- Enhancing reading comprehension and analytical skills- Encouraging creative and critical thinking through writing tasks- Promoting oral communication and presentation skills- Fostering independent learning and research capabilitiesThe overarching objective of these English homework assignments is to reinforce the concepts taught in the classroom, enable students to practice and apply their knowledge, and foster a deeper understanding of the English language.Challenges Faced by Students in Completing English Homework Despite the well-intentioned efforts of teachers, the survey revealed several challenges faced by primary school students in completing their English homework assignments. The most commonly reported challenges include:- Difficulty in understanding the instructions or requirements of the homework- Lack of proficiency in the English language, leading to struggles in comprehending the content- Time management issues, especially for students involved in extracurricular activities- Limited access to resources and learning materials at home- Lack of parental support or guidance in completing the homework - Difficulty in maintaining motivation and engagement with repetitive or monotonous homework tasksThese challenges often lead to a sense of frustration and disengagement among students, which can ultimately impact their overall performance and learning outcomes in the English subject.Parental Involvement and SupportThe survey highlighted the crucial role of parental involvement and support in the successful completion of English homework assignments. A majority of the parents reported actively engaging with their children's English homework, providing guidance, and monitoring their progress. However, some parents also expressed limitations in their own English proficiency, which hindered their ability to effectively assist their children.Teachers' Perspectives on the Effectiveness of English Homework The survey also captured the perspectives of teachers on the effectiveness of English homework assignments. Most teachers believed that well-designed homework can significantly contribute to the development of students' English language skills, provided thatthe assignments are aligned with the learning objectives and tailored to the individual needs and abilities of the students.Teachers highlighted the importance of providing clear instructions, offering differentiated support, and maintaining regular communication with parents to enhance the effectiveness of English homework. They also emphasized the need for a balanced approach, where homework is used as a supplementary learning tool rather than a sole determinant of a student's performance.ConclusionThe survey findings suggest that English homework assignments play a crucial role in primary school students' language development and academic success. While the current practices exhibit a range of effective strategies, there is also room for improvement in addressing the challenges faced by students and fostering stronger collaboration between schools, teachers, and parents.To enhance the effectiveness of English homework assignments, the following recommendations are proposed:1. Diversify homework formats to cater to different learning styles and abilities2. Provide personalized support and feedback to students struggling with English homework3. Promote parental engagement and education to enhance theirability to assist their children4. Incorporate digital learning resources and technologies to make homework more engaging and interactive5. Encourage teacher-parent collaboration to align homework with individual student needs6. Regularly review and refine the homework policies and practices based on feedback and student performance dataBy implementing these recommendations, primary schools can empower their students to overcome the challenges in English homework and foster a stronger foundation in the English language. This, in turn, will contribute to the holistic development and academic success of primary school students.。
小学英语作业布置调查报告-调查报告
小学英语作业布置调查报告-调查报告新课程下的英语作业定位于课堂的深化，即以任务为中心、以英语语言为载体，体现真实性、生活性、人文性，充分激发学生聪明才智与学习兴趣，在做作业的过程中，综合运用语言，促进学生富有个性、健康有效的发展。
它旨在开发学生潜在的学习能力，为学生开创一个将英语应用于生活实际的广阔天地。
作业是课堂教学的补充和延续，在英语教学中占着举足轻重的地位。
然而，调查发现，我们现在的课外作业还有以下几个共同的特点：一种形式新授结束后，接下来要求学生做的就是拿出抄写本，抄写课文中要求四会掌握的单词、词组或者句子。
久而久之，英语作业不用老师布置，学生会在教师上课之时，小心翼翼的抄好了。
一个目标通过反复抄这些单词和句子，让学生掌握他们的书写形式，能够在听写、测验和考试时应答如流。
一样任务布置给学生的课外作业，每位同学都必须做的，不管什么理由，少抄都视为偷懒行为，多抄则是没听清楚老师的交待。
课外作业的设计存在的问题所带来的负面效应有：缺乏实践性，应用性，创新性和趣味性，内容封闭僵化，远离学生的实际生活。
这不仅降低了学生对英语的兴趣，更严重的是使英语课外作业成了学生的负担。
改进小学英语课外作业迫在眉睫。
改进小学英语课外作业不仅可有效地巩固课堂教学，而且有助于提高学生学习英语的积极性，养成良好的学习习惯。
在深入实施素质教育的今天，面向全体学生，为学生的全面发展和终身发展奠定基础是本次基础教育改革的核心思想。
因此，改进小学英语课外作业布置，促使基础教育改革全方位进行，具有重要的意义。
一、创新作业的原则1．培养学生的学习兴趣和学习自信心小学英语课程的任务之一是激发和培养学生学习英语的兴趣，使学生树立学好英语的自信心。
学生只有对英语及其文化持有积极的情感，才能保持学习英语的动力。
基于以上理念，教师在布置作业时必须考虑作业是否符合学生的年龄特点，学生是否喜欢做和愿意做，学生完成作业后能否体验到成就感，是否对自己的英语学习能力持有自信等。
小学低年级英语家庭作业布置现状调查
小学低年级英语家庭作业布置现状调查一、小学英语家庭作业的定义和作用教育大辞典中说：“所谓家庭作业，是指根据教师要求，学生在课外时间独立进行的学习活动。
”笔者认为家庭作业就是对课堂所学知识进行巩固的一种方法，让家长了解孩子在学校学习状态的一种方法。
小学英语家庭作业的作用，对于教师来说，课堂教学的继续，能够有效扩大学习效果，以更好的达到课程目标，对于家长来说，是一个了解孩子的过程，也是一个亲子交流的过程，能够增进感情，对于学生来说，是培养踏实的学习态度，出众学习能力和学习习惯的过程。
二、小学英语家庭作业现状调查与分析（一）调查说明笔者首先通过上网查资料、图书馆阅读有关文献等方式收集了有关信息进行了研究，并且与一些工作在教育一线的经验丰富的老教师进行了交流，了解了现在小学低年级英语家庭作业布置的现状，在笔者对于小学生心理及认知水平的了解基础上制定了一份语言尽量浅显易懂的问卷。
（二）现状分析1．家庭作业布置的量，依据，形式学生所做的家庭作业不只是学校教师布置的，也有课外班布置的和家长布置的，大部分低年级教师都能较好的遵守国家减负的规定，作业量控制较好。
在小学低年级英语家庭作业的布置中，以课程标准、教材、教学目标为依据的比例差不多，因此大部分教师能够以较合理的依据布置家庭作业。
新课改要求家庭作业形式多样化，大部分教师的观念得到了改变。
低年级英语教师能够认识到素质教育观的重要性，不拘泥于抄写、听写等传统手段，能够尽量设计新颖有趣的作业形式，增加一些新颖的适合儿童身心发展的，培养学生对于英语学科爱好的作业形式。
2.小学生花费时间最多的英语作业题型素质教育要求下，低年级英语家庭作业应书写类较少，更侧重实践应用类，但是由于家长教师对于成绩的追求，听写、抄写等家庭作业类型仍然十分活跃。
虽然有一部分教师认识到了多种类型布置作业的重要性，但是整体上来看，抄写、听写类作业仍在低年级学生作业中占很大比例。
3.小学生对英语家庭作业的认识学生对于家庭作业的认识影响着他们的成绩，很多学生对于做英语作业的目的模糊，还有的以考试成绩为根本目标，只是把考试做完一种任务，而不是对自己能力的提升，因此没有正确认识英语作业的重要性，但是大部分学生能够保持端正的态度。
小学英语作业检查情况汇报
小学英语作业检查情况汇报尊敬的各位老师：我是××小学××班的英语教师，今天我给大家带来了本学期小学英语作业的检查情况汇报。
在本学期的教学工作中，我认真备课，精心设计了一系列的英语作业，旨在帮助学生巩固所学知识，提高他们的英语水平。
在检查学生们的作业时，我也发现了一些问题和亮点，下面我将进行汇报。
首先，我检查了学生们的英语书面作业。
在书面作业中，我发现大部分学生能够按时完成作业，并且基本上都能够按要求完成。
他们的书写工整，字迹清晰，表现出了良好的书面表达能力。
但也有少数学生存在着一些拼写错误和语法错误，这需要我们在后续的教学中加强相关知识点的讲解和训练，以提高他们的书面表达水平。
其次，我检查了学生们的口头作业。
在口头作业中，我发现学生们的口语表达能力有了明显的提高。
他们能够用简单的英语词汇进行日常交流，表达自己的想法和情感。
但是也有一些学生在口头表达时存在着紧张和不流利的情况，这需要我们在课堂上多进行口语练习，提高学生的口语表达能力。
另外，我还检查了学生们的课外作业。
在课外作业中，我发现一些学生能够积极主动地完成相关的英语学习任务，他们能够自觉地进行词汇和语法的复习，提高自己的英语水平。
但也有一些学生存在着课外作业懈怠的情况，这需要我们在家庭作业布置和督促方面加强。
最后，我还检查了学生们的课堂表现。
在课堂上，大部分学生都能够积极主动地参与到英语教学活动中，他们能够认真听讲，积极回答问题，课堂氛围比较活跃。
但也有一些学生存在着课堂不专心、不认真听讲的情况，这需要我们在课堂管理和教学方法上加强，提高学生的学习积极性。
总的来说，本学期小学英语作业的检查情况总体较好，但也存在着一些问题需要我们在后续的教学工作中加以解决。
我们将进一步加强学生的英语学习，提高他们的英语水平，为他们的英语学习打下坚实的基础。
同时，我们也将加强与家长的沟通，共同为学生的英语学习努力。
以上就是本学期小学英语作业检查情况的汇报，希望各位老师能够给予指导和帮助，共同努力，为学生的英语学习创造更好的环境。
小学生英语学科作业调查报告范文
小学生英语学科作业调查报告范文全文共3篇示例，供读者参考篇1English Homework Survey ReportIntroductionFor my school's English class project this semester, I conducted a survey on the amount of English homework assigned to students in different grade levels. The purpose was to see if there are significant differences in the quantity and difficulty of English assignments among the elementary grade levels. I was curious to find out if the workload increases substantially each year as you move up in grades. My hypothesis was that the amount of homework would be progressively higher in each successive grade level.MethodologyTo gather data for the survey, I created a simple questionnaire that I distributed to a total of 120 students from across the 1st through 5th grade classes at my school. For each grade level, I surveyed 24 students. The survey asked two main questions:On average, how many English homework assignments (worksheets, writing assignments, etc.) do you receive per week?On a scale of 1-5 (with 5 being the most difficult), how challenging do you find your typical English homework assignments?I collected the completed surveys and tallied the results for each question and grade level.ResultsThe data showed some interesting findings regarding the English homework workload across the grade levels. Here is a summary of the key results:Question 1: Average number of English assignments per week1st Grade: 3.2 assignments2nd Grade: 4.1 assignments3rd Grade: 4.9 assignments4th Grade: 6.5 assignments5th Grade: 7.8 assignmentsQuestion 2: Perceived difficulty level (from 1-5 scale)1st Grade: 2.72nd Grade: 3.13rd Grade: 3.44th Grade: 3.95th Grade: 4.3The results clearly indicate that both the quantity of English homework assignments and the perceived difficulty level increase progressively from the lower to higher grade levels. The number of weekly assignments more than doubled between 1st and 5th grades. And while 1st graders generally found their homework to be closer to a "medium" difficulty level, by 5th grade the assignments were considered quite challenging on average.DiscussionThe findings from this survey align with my initial hypothesis that English homework workloads get heavier as students advance through the elementary grade levels. This makes sense, as the skills and material become more advanced and complex in each successive grade. Teachers likely assign more practice homework to ensure students stay on track with developingreading, writing, vocabulary, and other English skills appropriate for their grade level.However, the steep increase in homework quantity between 4th and 5th grades was higher than I expected. One possible explanation is that 5th grade marks an important transition year as students prepare for the more rigorous English curriculum awaiting them in middle school. Teachers may assign a heavier workload in 5th grade to get students ready for the enhanced expectations of secondary English studies.The difficulty ratings were also quite insightful. Students clearly perceive their English assignments as gradually becoming more challenging each year, culminating in a difficulty level hovering between "difficult" and "very difficult" by the time they reach 5th grade. This speaks to the progressive nature of the English language arts curriculum.Of course, this was just a small student-led survey within one elementary school, so the results cannot be overly generalized. A larger and more rigorously-designed study involving schools across different regions would be needed to make any broad conclusions about English homework trends. However, within the context of my school, the findings indicate a steadilyincreasing homework workload from 1st through 5th grades that should be weighed carefully.ConclusionIn summary, this English homework survey showed pronounced differences in the amount and difficulty of assignments across the elementary grade levels at my school. Both the quantity of weekly homework and the perceived difficulty level increased year-over-year, with a particularly substantial jump between 4th and 5th grades. While the heavy 5th grade workload could be justified to prepare students for middle school, the overall findings raise questions about whether English homework is being properly balanced and allocated in the most optimal way across all grade levels. More research would be needed, but this survey suggests it may be worth reviewing homework policies to ensure students are being properly challenged yet not overly burdened at any particular stage of their elementary English education.篇2My English Homework Survey ReportIntroductionFor my English class project this semester, I decided to survey students in my grade about their experiences and opinions on English homework assignments. English is one of the core subjects we study, but it often seems like students struggle with the homework more than other classes. I wanted to find out what kinds of homework we get assigned, how difficult it is, how long it takes, and what students like or don't like about it.To conduct my survey, I created a Google Form with 10 questions and shared the link with my classmates. I collected a total of 75 responses from 4th and 5th graders at my elementary school. Here are the key findings from the survey:Types of English Homework AssignedThe first few questions asked about the different types of English homework assignments students typically receive. The most common types, according to the survey, were:• Reading comprehension worksheets (selected by 88% of respondents)• Vocabulary practice (80%)• Writing assignments like journal entries or short stories (68%)• Grammar worksheets (64%)• Studying for tests/quizzes (56%)A small percentage of students also mentioned getting assigned book reports, research projects, and creative writing assignments like poetry from time to time. But the core homework seems to be comprehension, vocabulary, writing, grammar, and test prep.Difficulty of English HomeworkWhen asked to rate the difficulty of their English homework from 1 (very easy) to 5 (very hard), here's how students responded:• Very easy (1) - 5%• 2 - 28%• 3 - 41%• 4 - 22%• Very hard (5) - 4%So most students felt their English homework fell somewhere in the medium difficulty range, with about a quarterfinding it quite difficult. Only a small portion thought it was very easy or very hard.Time Spent on English HomeworkThe amount of time students spent on English homework each night varied considerably based on the responses:• Less than 30 minutes - 28%• 30-60 minutes - 49%• 1-2 hours - 19%• More than 2 hours - 4%The largest group (about half) spent between 30-60 minutes per night on English homework. More than 1 in 5 students spent over an hour, which seems like a lot for an elementary student. At the same time, over a quarter were able to complete it in less than 30 minutes.What Students Like About English HomeworkStudents were given the option to select what they liked about their English homework assignments from a list. The top responses were:• Feeling accomplished when I finish (64%)• C hance to be creative with writing (48%)• Learning new words/vocabulary (44%)• Reviewing what we learned in class (32%)Many students seemed to appreciate the sense of achievement from completing homework, as well as the opportunities for creative writing. Building vocabulary knowledge and reinforcing class lessons were also noted benefits.What Students Don't Like About English HomeworkOn the other hand, students called out several common dislikes:• Taking too much time (72%)• Finding some assignments too difficult (61%)• Getting bored working alone (44%)• Having too much homework overall (40%)Clearly, the biggest complaint was the amount of time required, followed closely by assignments being too hard. Having to work alone and the overall homework load were also significant pain points.Other Comments and FeedbackThe final open-ended question allowed students to share any other thoughts or feedback about their English homework. Some common themes that emerged were:• Wanting more interesting/fun assignments• Reducing repetitive busywork• More hands-on activities or group projects• Clearer instructions from teachers• Shorter assignments split into sections• Ability to pick di fferent writing topicsWhile many students accepted homework as a necessary part of learning English, there was a desire for assignments to be more engaging, varied, and focused rather than repetitive drills.ConclusionBased on the results of my survey, it's clear that English homework is a mixed experience for elementary students. While some assignments allow for creativity in writing and there's satisfaction in accomplishing the work, students frequently findthe homework load too heavy, the assignments overly difficult or boring, and the time required as a major dislike.Some potential recommendations for teachers based on this feedback could include:• Streamlining assignments to reduce busywork and repetition• Offering more variety, creativity, and choice in writing assignments• Giving clearer instructions to ensure assignments are understandable• Balancing straightforward skills practice with more engaging hands-on activities• Being mindful of overall homework load and time requiredWith some adjustments to increase the quality and engagement of English homework, it may help enhance the learning experience for students. Considering student perspectives could lead to more effective, meaningful, and motivating assignments.篇3English Homework Survey ReportIntroductionFor my latest English class project, I conducted a survey about homework habits and preferences among elementary school students. I created an online survey with 10 questions and distributed the link to students in grades 3-5 at my school and some neighboring schools. In total, I received 128 responses. This report will analyze the key findings from the survey data.Survey ResponsesQuestion 1: What grade are you in?The responses were evenly split between the three grade levels, with 43 students from 3rd grade, 41 from 4th grade, and 44 from 5th grade participating.Question 2: How much time per week do you spend on English homework?The largest group (39%) reported spending 1-2 hours per week on English homework assignments. 28% spent 2-3 hours, 18% spent less than 1 hour, and 15% spent more than 3 hours per week.Question 3: What types of English homework assignments do you typically receive? (Select all that apply)The most common homework types were reading comprehension worksheets (77%), vocabulary practice (71%), and writing prompts (63%). Grammar exercises (49%), spelling practice (43%), and research projects (28%) were also frequently assigned.Question 4: Which types of homework assignments are your favorite?While no single category received a majority, the top 3 favorite types were reading comprehension (24%), research projects (22%), and writing prompts (19%). The least enjoyed were grammar exercises (11%), spelling practice (9%) and vocabulary practice (7%).Question 5: Which types of homework assignments do you find most difficult?Writing prompts were considered the most difficult (35%), followed by grammar exercises (27%) and research projects (18%). The types found to be easiest were vocabulary practice (9%), reading comprehension (7%), and spelling practice (4%).Question 6: How much time do you usually spend on a single English homework assignment?42% spend between 30 minutes to 1 hour per assignment, while 31% spend 15-30 minutes. Only 18% spend over an hour, and 9% spend less than 15 minutes.Question 7: Do you prefer homework assignments to be paper-based or online/digital?Responses were split, with 55% preferring paper assignments and 45% preferring digital assignments.Question 8: Do you feel like you are assigned too much, too little, or just the right amount of English homework?The majority (62%) felt the amount was "just right," while 27% said "too much" and 11% responded "too little."Question 9: Do you receive enough support/guidance from your teacher and parents with English homework?Most students (84%) felt they received enough support from teachers and parents, while 16% said they could use more guidance.Question 10: What is your overall attitude towards English homework?41% said they enjoyed English homework, while 39% felt neutral about it, and 20% disliked it.Key TakeawaysBased on the survey responses, some key takeaways include:Time spent on English homework is generally 1-3 hours per week, with assignments often taking 30-60 minutes each.The most common and favored homework types are reading comprehension, writing prompts, and vocabulary practice. More challenging assignments like grammar exercises and research projects tend to be less enjoyed.Students are somewhat divided on preferring paper vs. digital assignments, suggesting a mix may be ideal.The majority feel they receive an appropriate amount of English homework overall and get sufficient support, though some would like more guidance.While attitudes are mixed, more students appear to enjoy or feel neutral about English homework than dislike it.RecommendationsFrom these findings, I would recommend a few adjustments to English homework for elementary students:Maintain a mix of assignment types, focusing on reading, writing, and vocabulary but incorporating other skills likegrammar and research projects periodically. Vary the formats to make it engaging.Provide detailed instructions, examples, and resources to support more difficult assignments like writing prompts and research to ensure students don't get frustrated.Offer both paper and digital options when possible to accommodate preferences.For students struggling or wanting more guidance, suggest teachers provide supplemental instruction, examples of good work, checklists, or opportunities for extra help.Overall, strive to assign an appropriate amount of homework-not too much to overwhelm students but enough to reinforce skills and learning from class.By implementing some of these recommendations, the experience and effectiveness of English homework could be enhanced for elementary school students. Thank you for considering this report.。
小学英语作业布置现状的调查研究
小学英语作业布置现状的调查研究一、调查目的和意义“英语教学活动不应该仅限于课堂教学，而要延伸到课堂之外的学习和生活之中。
”作业是课堂教学的自然延续和补充，是巩固、掌握和深化课堂所学知识必不可少的手段，是提高教学质量，培养学生综合运用语言能力的有效途径。
教师可以通过作业检查学生对英语知识的掌握情况，及时反馈信息。
学生可以通过完成作业对已学知识进行巩固和深化，并能通过作业来培养学习英语的兴趣和能力。
长期以来，传统的英语作业布置方法用一刀切的形式把机械的抄写单词、词组甚至是课文放在首位。
这样忽视了学生获取知识的主动性，容易使学生产生厌学情绪，大大降低了学习的效果，不利于发展学生的创新能力。
因此，怎样多样、有效的布置英语作业，避免“穿新鞋，走老路”，就不知不觉地摆在了我们面前。
针对当前英语作业存在的诸多问题，为促进学生全面素质的提高，教学质量的稳步提升，我开展了对小学英语作业的调查研究。
二、调查内容与过程1、调查对象青铜峡市第四小学四、五、六年级每年级各选25名学生，使用外研版小学英语教材。
2、调查时间调查时间2014年12月3、调查方式采用普遍调查（调查问卷）的方式。
4、调查内容（1）学生英语作业的完成情况（2）学生对英语作业的态度和认识（3）教师布置作业及批改的情况三、调查结果和分析１、调查问卷以问卷形式展开调查，调查内容涉及学生对英语作业的态度、对不同类型作业的态度、学生完成作业的情况等几个层面。
（1）“你喜欢现在的英语作业吗”被调查学生的回答统计如下：从学生对问题(1)的回答可以看出：随着年级的升高，知识难度的增加，学生对英语作业的兴趣，说明学生对当前作业的形式和效果都产生了排斥情绪，现有的作业形式对学生而言，已是老师强加的不得不做的“苦力”。
许多学生对英语丧失兴趣，把作业视为负担，在这种不感兴趣的情绪支配下，作业根本起不到对课堂学习检测的作用，实效性得不到落实。
一个人对某一事物的不同情感态度决定了他对待该事物时付出努力的程度，兴趣的缺失决定了学习质量的下降。
关于小学英语作业布置的调查报告
关于小学英语作业布置调查报告姓名：学号：专业：入学时间：指导教师及职称：所在电大：年月日关于小学英语作业布置的调查报告调查目的：2001年开始，小学英语课程成为我国国家规定的必修课程，小学英语教育正式成为基础教育的基本组成部分，小学英语课外作业是小学英语课堂教与学的延伸和补充，它既是教师教学活动的一个重要环节，又是学生学习过程中的一个重要组成部分。
它旨在开发学生潜在的学习能力，为学生开创一个将英语应用于生活实际的广阔天地。
因此，本文对小学英语作业布置的情况作一个分析。
一、调查实施（一）调查内容调查问卷：（18道题目）（二）调查方法调查方式是问卷调查形式，以班级为单位，每个班级抽25名学生进行问卷调查（三）调查对象本次调查对象是XXX县XXX镇XXX学校四、五年级部分学生，每个班级25人，共100人（四）调查步骤10月26日问卷调查10月27、28、分析调查结果10月29至31日深入研究，撰写调查报告二、调查结果与分析（一）调查发现，我们现在的英语课外作业有以下几个共同的特点：1、一种“形式”新授结束后，接下来要求学生做的就是拿出抄写本，抄写课文中要求"四会"掌握的单词、词组或者句子。
久而久之，作业不用老师布置，学生会在教师上课之时，小心翼翼的抄好了。
从以上表格可以看出，教师上完一课或一单元时，不是针对性的布置作业，而是不假思索，脱口而出，习惯性地让学生抄写单词或句子，缺乏思考。
结果这样的作业早被学生看透，不说也能猜出今天会是什么作业。
2、一个“目标”通过反复抄这些单词和句子，让学生掌握他们的书写形式，能够在听写、测验和考试时应答如流。
3、一样“任务”布置给学生的课外作业，每位同学都必须做的，不管什么理由，少抄都视为"偷懒"行为，多抄则是"没听清楚老师的交待。
4、一项“缺少”偶尔布置对话表演和唱英文歌谣、写英语小作文，很少或没有布置过如看英语节目、动画电影等趣味型作业以及用英语自我介绍，做圣诞卡片等实践型作业。
小学生英语学科作业调查报告范文
小学生英语学科作业调查报告范文As the world becomes increasingly globalized, the importance of learning English as a second language has become more prominent than ever before. For elementary school students, English has become a crucial subject that not only helps them develop language skills but also opens up a world of opportunities for their future. However, the effectiveness of English language learning at the elementary level largely depends on the quality and relevance of the homework assignments given to students. This survey report aims to investigate the current state of English homework assignments for elementary school students, identify the challenges they face, and provide recommendations for improving the overall learning experience.The survey was conducted among a sample of 500 elementary school students from various socioeconomic backgrounds across the country. The participants were asked to respond to a series of questions regarding their English homework assignments, including the frequency, difficulty level, relevance to their learning objectives, and the overall impact on their academic performance.The findings of the survey reveal several interesting insights. Firstly, the majority of the students (78%) reported receiving English homework assignments on a daily basis, with the remaining 22% receiving assignments at least three times a week. This suggests that English is a subject that is given significant attention and emphasis in the curriculum.However, when it comes to the difficulty level of the assignments, the responses were more varied. Approximately 40% of the students found the assignments to be challenging, with some reporting that the content was too advanced for their current level of understanding. On the other hand, 35% of the students felt that the assignments were too easy, and they were not being adequately challenged. The remaining 25% of the students felt that the difficulty level was just right, allowing them to practice and reinforce their English language skills effectively.Another concerning finding was the perceived relevance of the English homework assignments to the students' learning objectives. While 55% of the students believed that the assignments were directly related to the topics covered in class and helped them achieve their learning goals, 45% of the students felt that the assignments were not sufficiently aligned with their learning needs. They reported that the assignments often focused on rotememorization or grammar exercises, rather than developing their overall language proficiency.The survey also explored the impact of English homework assignments on the students' academic performance. Interestingly, 65% of the students reported that the English homework assignments had a positive impact on their overall academic performance, as they helped them improve their language skills and boosted their confidence in using English. However, the remaining 35% of the students felt that the English homework assignments were not contributing significantly to their academic progress, and in some cases, even added to their stress and anxiety levels.One of the key challenges identified in the survey was the lack of personalized feedback and support from teachers. Many students (68%) expressed a desire for more individualized attention and guidance from their teachers, as they felt that the feedback they received on their English homework assignments was often generic and did not address their specific learning needs.Based on the findings of the survey, several recommendations can be made to improve the quality and effectiveness of English homework assignments for elementary school students:1. Differentiated Assignments: Educators should considerimplementing a more personalized approach to English homework assignments, where the content and difficulty level are tailored to the individual needs and abilities of each student. This can help ensure that all students are being challenged appropriately and are able to progress at their own pace.2. Relevance and Practical Application: English homework assignments should be designed to be more relevant to the students' daily lives and future aspirations. Instead of focusing solely on grammar and vocabulary, the assignments should also emphasize the practical application of language skills, such as engaging in conversations, writing emails, or reading authentic materials.3. Collaborative Learning: Incorporating more collaborative learning opportunities into English homework assignments can help students develop their communication and teamwork skills, as well as foster a sense of community and support among their peers.4. Feedback and Guidance: Teachers should provide more detailed and constructive feedback on English homework assignments, highlighting the students' strengths and areas for improvement, and offering personalized guidance on how to address any challenges.5. Technology Integration: Leveraging technology can greatly enhance the learning experience for elementary school students.Incorporating digital resources, such as educational apps, interactive learning platforms, and virtual language exchanges, can make English homework assignments more engaging and interactive.In conclusion, the survey findings highlight the need for a more comprehensive and effective approach to English homework assignments for elementary school students. By addressing the identified challenges and implementing the recommended strategies, educators can help ensure that English language learning becomes a more meaningful and rewarding experience for students, ultimately preparing them for success in an increasingly globalized world.。
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For the things that have been done in a certain period, the general inspection of the system is also a specific general analysis to find out the shortcomings and deficiencies 小学英语作业布置调查报
告正式版
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新课程下的英语作业定位于课堂的“深化”，即以任务为中心、以英语语言为载体，体现真实性、生活性、人文性，充分激发学生聪明才智与学习兴趣，在做作业的过程中，综合运用语言，促进学生富有个性、健康有效的发展。
它旨在开发学生潜在的学习能力，为学生开创一个将英语应用于生活实际的广阔天地。
作业是课堂教学的补充和延续，在英语教学中占着举足轻重的地位。
然而,调查发现,我们现在的课外作业还有以下几个共同的特点:
"一种"形式新授结束后,接下来要求学生做的就是拿出抄写本,抄写课文中要求"四会"掌握的单词、词组或者句子。
久而久之,英语作业不用老师布置,学生会在教师上课之时,小心翼翼的抄好了。
"一个"目标通过反复抄这些单词和句子,让学生掌握他们的书写形式,能够在听写、测验和考试时应答如流。
"一样"任务布置给学生的课外作业,每位同学都必须做的,不管什么理由,少抄都视为"偷懒"行为,多抄则是"没听清楚老师的交待。
课外作业的设计存在的问题所带来的负面效应有：缺乏实践性，应用性，创新性和趣味性，内容封闭僵化，远离学生的
实际生活。
这不仅降低了学生对英语的兴趣，更严重的是使英语课外作业成了学生的负担。
改进小学英语课外作业迫在眉睫.改进小学英语课外作业不仅可有效地巩固课堂教学,而且有助于提高学生学习英语的积极性,养成良好的学习习惯.
在深入实施素质教育的今天,"面向全体学生,为学生的全面发展和终身发展奠定基础"是本次基础教育改革的核心思想。
因此,改进小学英语课外作业布置,促使基础教育改革全方位进行,具有重要的意义。
一、创新作业的原则
1．培养学生的学习兴趣和学习自信心
小学英语课程的任务之一是激发和培
养学生学习英语的兴趣，使学生树立学好英语的自信心。
学生只有对英语及其文化持有积极的情感，才能保持学习英语的动力。
基于以上理念，教师在布置作业时必须考虑作业是否符合学生的年龄特点，学生是否喜欢做和愿意做，学生完成作业后能否体验到成就感，是否对自己的英语学习能力持有自信等。
只要教师认真考虑这些问题，调整作业的方式和方法，就能取得事半功倍的效果。
2．发展学生的综合语言运用能力
英语课程改革的重点“强调课程从学生的学习爱好、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流
的学习方式，发展学生的综合语言运用能力。
”也就是说，在学生学习语言的过程中，教师要有意识地培养其积极的情感态度和主动思维的习惯，让他们大胆实践，提高其跨文化意识和自主学习能力。
“一背、二抄、三训练”的作业方式只是停留在机械记忆和单一的书面训练上，忽视了对学生综合语言运用能力的培养。
因此，教师应使作业的形式更加多样化，以扩大学生运用语言的空间。
3．培养学生良好的学习习惯和准确的学习方法
学生的发展是英语课程的出发点和归宿。
在学习过程中，教师如果能给予学生适当的指导，帮助学生掌握学习英语的准
确方法，对学生的终身学习将大有裨益。
因此，教师布置作业时，要着眼于教会学生正确的学习方法，而不应仅停留在让学生死记硬背或盲目抄写上，应加强对学生听说能力的练习，让学生借助媒体（如画报、vcd、电视和网络等），增加英语输入量。
二、课后作业的详细内容
1．布置层次性作业，让学生拥有更多的自主权
长期以来，作业的形式和内容都由教师指定。
教师应让学生有机会去选择、决定、思索、体验、感悟和应用所学内容。
学生对事物的体验和爱好各不相同。
新课程也特殊强调要“突出学生主体，尊重个
体差异”。
因此，教师布置英语作业时，
既要考虑学生的共性，也应兼顾每个学生
的个性，使作业成为学生个性发展的园
地。
2．布置活动类作业，丰富学生课外生活
（1）趣味性作业
英语中有句谚语：education must be fun.在日常生活中，中英文商标、广告和
标牌随处可见。
教师可以要求学生平时多
注意、收集和摘抄身边的英语（如made in china，cctv，bank of china，kfc，safeguard，nokia，siemens等），学生会为自己能发现并学到这么多身边的英语而
欣喜。
如果教师指导学生用一个小本子随
时记录这些内容，不仅可以提高学生的学习爱好，增长其英语知识，还能培养其良好的观察习惯。
此外，教师还可以设计其他类似的趣味性活动作为课外作业，如：学完动物类单词，让学生收集整理课外所知道的其它动物类单词；尝试把所学的日常交际用语编成chant的形式，这些寓教于乐的作业形式真正使作业不再成为学生的负担。
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