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【现状】:多年来,我们的英语作业不过是抄抄写写、听听读读。学生们把它当成了纯粹的体力劳动而不是什么脑力劳动。而绝大多数小学英语教师把大量的时间用于备课、课堂教学、作业的布置与批改等方面,却很少花时间用在学生的作业评价上。即使有评价也存在着不少问题:口头作业的评价不能很好落实;书面作业的评价忽视了学生的身心特点,“A”“B”“C”的等第让学生不明所以,作业批改有时甚至成了教师宣泄对学生不满的载体。这种只重结果,无法客观描述学生知识掌握情况的做法不仅使学生对作业逐渐失去兴趣,而且不利于培养学生学习的自信心,在很大程度上对学生的学习积极性、主动
Status quo: Over the years, our English assignments have been copied, written, and read. Students regard it as pure manual labor rather than mental work. However, the vast majority of primary school English teachers spend a lot of time on preparing lessons, teaching classes, arranging and correcting homework, but seldom spend time on students’ job evaluation. Even if there is evaluation, there are still many problems: the evaluation of verbal assignments can not be well implemented; the assessment of written assignments neglects the physical and psychological characteristics of pupils, and the rankings of “A ” “B ” "C Unknown, therefore, homework modification sometimes became the carrier of teacher dissatisfaction with students. This kind of result, which can not objectively describe students’ knowledge, not only makes students gradually lose interest in homework, but also not conducive to cultivating students’ self-confidence in learning, to a large extent, students’ learning enthusiasm, initiative