【作者】 李莲花；

【导师】 崔梅花； 潘月红；

【作者基本信息】 延边大学 ， 小学教育（专业学位）， 2020， 硕士

【摘要】 在2018年12月,《中小学生减负措施》(减负三十条)规定,小学一二年级不布置书面家庭作业,三至六年级家庭作业不超过60分钟。国家严格控制了作业量来减少学生的学业负担,但是与真正意义上的“减负”还有一定的距离。对于朝鲜族小学学生来说,汉语相对于本民族朝鲜语来说是第二语言。《民族中小学汉语课程标准》中规定,汉语课程致力于培养少数民族学生的汉语应用能力,提升学生的汉语素养,为学好其他课程打下基础。在汉语教学环节中的重要内容之一是汉语课外作业,汉语课外作业不仅能够加强并巩固学生们课堂上所学的知识,在学生自主学习能力的提升和学生良好学习习惯培养两方面起到作用,在朝鲜族学生学习汉语和学习中华传统文化也起到了不可或缺的作用。但一直以来,学校相关政策方面极少对作业设计做出相应的规定,汉语作业设计也并没有得到广大教师们的关注与重视。本研究以延吉市GY小学汉语教师作为研究对象,从朝鲜族小学汉语课外作业设计现状出发,主要是通过文献法、文本分析法、问卷调查法和访谈法对3-6年级汉语教师对汉语作业设计的现状进行了一个系统的调查。并以加德纳多元智能理论、皮亚杰儿童认知理论、斯金纳新行为主义-强化理论、教学过程最优化理论、克拉申的第二语言习得理论为理论基础,以《基础教育课程改革刚要》(试行)、《民族中小学汉语课程标准》(义务教育)为政策依据进行探索。主要是以调查问卷数据和访谈内容相结合,来分析目前朝鲜族小学汉语课外作业设计的总体水平和各维度水平、朝鲜族小学课外作业设计的影响因素的情况、朝鲜族小学汉语课外作业设计影响因素各维度与作业设计的关系、朝鲜族小学3-6年级课外作业设计的群体差异水平和目前朝鲜族小学汉语课外作业设计中存在的主要问题及其成因。通过调查问卷数据和教师访谈的综合分析,本研究发现目前朝鲜族小学汉语课外作业设计总体处在一般的水平,主要存在以下的问题:作业内容设计倾向于知识与技能,依赖教参教辅;作业完成方式单一,缺少合作型作业;作业评价方式较为单一,无法给予有效反馈等问题。基于以上问题,笔者得出以下结论:一、汉语教师对汉语学科学习目标认识不充分和设计能力的不足导致作业设计没有充分彰显汉语学习特点;二、学校对于作业相关管理制度不全面和教研活动中围绕作业设计讨论的不足影响教师的作业评价方式;三、家长的教育理念与指导素质对汉语作业的完成方式和效果有影响。更多还原

【Abstract】 In December 2018,the primary and secondary school students’ burden reduction measures(30 items of burden reduction)stipulated that no written homework would be arranged in grade one or two of primary school,and no homework from grade three to grade six would be more than 60 minutes.Although the state strictly controls the amount of homework in order to reduce the students’ academic burden,it has not been able to get the real sense of "burden reduction".For Korean primary school students,Chinese is the second language compared with Korean.According to the Chinese curriculum standard for Ethnic Primary and secondary schools,the Chinese curriculum is dedicated to cultivating students’ Chinese application ability,improving students’ Chinese literacy,and laying a foundation for learning other courses well.As an important part of Chinese teaching,Chinese homework can not only promote students to consolidate and strengthen the knowledge learned in class,provide a platform for the use of Korean primary school Chinese knowledge,but also improve students’independent learning ability and help students to develop good learning habits.But for a long time,there are few regulations on homework design in school related policies,and Chinese homework design has not been paid attention to by teachers.This study takes the Chinese teachers of Gy primary school in Yanji City as the research object,starting from the current situation of Chinese homework design in Korean primary school,mainly through the literature method,text analysis method,questionnaire survey method and interview method to carry out a systematic survey on the current situation of Chinese homework design for Chinese teachers in Grade 3-6.Based on Gardner’s theory of multiple intelligences,Piaget’s theory of children’s cognition,Skinner’s new behaviorism reinforcement theory,teaching process optimization theory and Krashen’s theory of second language acquisition,this paper explores the basic education curriculum reform Essentials(Trial Implementation)and Chinese curriculum standards for Ethnic Primary and secondary schools(Compulsory Education).Mainly through the combination of questionnaire data and interview content,this paper analyzes the overall level and dimension level of Chinese homework design in Korean primary school,the influencing factors of Korean primary school homework design,the relationship between the influencing factors of Chinese homework design in Korean primary school and homework design,the group differences of homework design in Korean Primary School Grades 3-6 The level and the main problems in the design of Chinese homework in Korean primary schools and their causes.Through the comprehensive analysis of questionnaire data and teacher interviews,it is found that the overall level of Chinese homework design in Korean primary school is general,and there are mainly the following problems:(1)The design of homework content tends to knowledge and skills,relying on teaching and learning;(2)The way of job completion is single,lacking cooperative job;(3)The main body of job evaluation is relatively single,and the evaluation method is lack of humanistic care.Based on the above problems,the author draws the following conclusions:first,the type of teachers’ Chinese homework design is single,which does not fully highlight the characteristics of Chinese learning;second,the school level does not attach great importance to homework design,and the quality of teachers’ homework design is weak;third,the selection of homework content depends on teaching participation and teaching assistance,and the way of homework completion is single;fourth,the way of homework evaluation is single,which can not be given The results are as follows.更多还原