Chapter 1 Introduction
1.1 Background of the Study
With the promulgation of the National Senior High School English Curriculum, thenew idea of English teaching gradually goes deep into the minds of teachers. The teachingprocess, teaching methods and teaching strategies are different from that in the past.However, the assignment, another important part of teaching is ignored by some Englishteachers of senior high school. According to the author's teaching observation,questionnaires and interviews of teachers and students, there still exist a lot of problems inEnglish assignment design.First, the amount is too large. Because of this, students can not finish theirassignments on time. So students choose to copy others. The teachers are casual to assignassignments, lacking consideration and choice. In addition, the English assignment is keenon the quantity, ignoring the quality. Teachers are influenced by the examination-orientededucation. Some mechanical exercises are assigned.Second, the form and content of English assignment is dull. The assignments aremostly written exercises of the textbook. The assignment is basically confined toknowledge such as vocabularies, sentences, grammar. According to the content of test,some listening, reading and writing exercises are added for the examination. Theassignments are mostly reciting exercises. Students are asked to practice again and again.Students tend to hold negative views towards English assignment.
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1.2 Significance of the Study
The research on the effectiveness of English assignment has a certain significance forthe teachers’ teaching and students’ learning.From the point of view of teachers, first of all, it is helpful for teachers to change thetraditional concept. In the past, students learned by rote. But now, students' comprehensiveability for language use and innovative spirit are cultivated. Secondly, it is helpful forteachers to change the traditional mode of assignment. Various forms of assignment aredesigned to improve students' interest in learning, life experience and cognitive level.Finally, the research on English assignment can make up for the shortcomings ofassignment design. Some suggestions are offered to teachers. At the same time, somereferences are given to teachers' comprehensive preparation for the lesson, promotingteachers' professional development.From the students’ perspective, first and foremost, scientific and effective assignmentwill change students’ attitudes. Students will be able to escape from the passive learning,take the initiative to finish their assignment. By doing assignment, great joy will beenjoyed. And the confidence of learning English is enhanced. Secondly, scientific andeffective assignment is helpful for students to obtain lots of language practice opportunities.Students will master the learning style of experience, practice, participation, cooperation.Their comprehensive ability for language use is improved, laying the foundation forlifelong learning. Last but not least, scientific and effective assignment is beneficial toreduce the burden of students. Students' interest in learning English is improved so that thestudents always keep the enthusiasm of learning English. What is more, quality educationwill be truly implemented.
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Chapter 2 Literature Review
2.1 Definition of Assignment
At home and abroad, there is no explicit definition of assignment. The definition ismainly defined from two aspects.The first aspect is from the perspective of learning activity of students. Some expertsbelieve that assignment is a learning activity of students or a process of learning activity(Education Encyclopedia, 1997:449). This kind of assignment is a learning activity thatstudents complete independently. It is usually carried out outside of class after school. Inaddition, in the book Creative Thinking and Teaching, Chen Longan makes clear thatassignment refers to all kinds of courses both at school and at home. Assignment shouldhave the nature of creative learning process and creative work (1999:267).The second aspect is from the perspective of main elements of assignment. In thebook Teaching and Learning Strategies edited by professor Zhang Dajun, the effectiveoperational strategies are put forward based on the two main body, teacher and student.Three aspects of strategy include operating practice suitable situation, training method,training demand(2003:56). As for professor Shi Liangfang, in the book Teaching Theory:Classroom Teaching Principles, Strategies, and Research, he makes clear that theassignment is assigned by the formal schools. What is more, students have differentassignments.
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2.2 Theoretical Bases of the Research
The psychologist, N.C. viggo, (1896-1934) put forward the Zone of ProximalDevelopment theory. It is the gap between the actual development level of problem-solvingof children and the level of them under the guidance of adults or partners (Yu Zhenqiu,2005:384-390). Through the expression, the actual development level refers to the the levelof accomplishing tasks independently. Level of potential development is the ability that theindividual can only achieve in certain external conditions. The zone of proximaldevelopment is an area that it is not mature, but it has the potential of development.Namely, it is a transition zone of individual ability development. before assignment is assigned, the actual English level of students should beknown. English assignment will be designed after fully grasped the students' level ofknowledge and the physical and mental development. According to the knowledge level ofstudents, the difficulty of assignment will be designed properly. Students' potential shouldbe excavated by English assignment. Only in this way, English assignment is effective andtargeted. At the same time, English assignment should be assigned with reasonable layoutand mental depth so that the assignment can develop the students' thinking ability andcreativity.
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Chapter 3 Current Situation of English Assignment of Grade......... 13
3.1 Unreasonable Amount and Difficulty of Assignment......... 14
3.2 Dull Form and Unreasonable Content of Assignment........ 16
3.3 Imperfect Function of Assignment ....... 19
Chapter 4 Research Design........ 26
4.1 Research Hypothesis .... 26
4.2 Research Methods ........ 26
4.3 Research Procedure ...... 26
4.4 Data Collection ....... 30
Chapter 5 Results and Discussion ......... 32
5.1 Result of the Test .... 32
5.2 Results of the Interview...... 32
5.3 Results of Assignment Samples...... 33
Chapter 5 Results and Discussion
5.1 Result of the Test
Known from the test results, the scores of the experimental class are better than that ofthe controlled class both in average, excellent rate and pass rate. The pass rate of theexperimental class rises by 12%, while that of the controlled class rises by only 1.6%. Inthe aspect of excellent rate, the rate of the experimental class increases by 3.22%, whilethat of the controlled class only rises by 1.7%. And in terms of average, it increases 15.26points in the experimental class, while 7.9 points for the controlled class. The scores of theexperimental class improve greatly. The performance of students is improved after thecontent and form of the English assignment is changed. It proves that the research onEnglish assignment design is effective.
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Conclusion
Based on the understanding of the research results about the assignment at home andabroad, questionnaires, interviews and case collection were used to make a survey. Someproblems of English assignment design were found after the author analyzed the amount,form and function of English assignment of Grade One in senior high school. AlthoughEnglish assignment of Grade One in senior high school play a significant role in helpingstudents master key points, the amount is large. Students have a heavy burden. The form ofEnglish assignment is so simple that students lose interest in learning English. Meanwhile,assignment does not achieve the goal of the National Senior High School EnglishCurriculum. Students can not gain a sense of accomplishment. Assignment is unable tostimulate students' imagination and innovative spirit. Assignment is not helpful to developcooperative ability and self-learning ability of students and good habits. Students can notbe made to understand the culture of English countries.Therefore, according to the problems existing in the content and form of Englishassignment, a new mode of English assignment was designed. In addition, the experimentwas carried out in senior high school. It proved that the new assignment was effective.What is more, according to the National Senior High School English Curriculum, theConstructivism theory and the theory of the Zone of Proximal Development, somesuggestions and principles of English assignment design were put forward.
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Reference (omitted)
