家庭作业管理心得体会(范本14篇)_家庭作业管理心得体会

家庭作业管理心得体会(范本14篇)。

家庭作业管理心得体会 〈一〉

“嘿嘿，嘿嘿……”你瞧，自从木曜日放晚学之后，我就变得乐呵呵的了，呵呵，想知道为什么吗？请继承望下看。木曜日的下战书，没有一节语文课，所以，每次最后一节课下时，我最喜欢的语文老师曹老师都会从办公室走到教室里给我们布置语文家庭功课，可是今天我们左等右等，右等左等，就是没有看见老师的人影，最后，等到班主任张老师公布放学排队时，我们全班同学才醒悟过来－－今天没有语文家庭功课，整理时全班发出了震耳欲聋的欢呼声。全班都沸腾了：有的同学把手摆成“V”字型在那大喊：“耶！耶！……”有的兴奋到手舞足蹈；有的一只手拍桌子，另一只手拿个校牌挥舞着……天哪，我惊呆了，怎么可能没有语文家庭功课？我逢人就问：“有语文家庭功课吗？有语文家庭功课吗？”他们不是回答没有，就是摇头说不知道。我心想：“老师没有布置就应该没有吧！”由于没有家庭功课，在回家得路上，心情格外轻松，我觉得天格外得蓝，草格外得绿，小鸟儿得啼声格外得清脆，四周的一草一木格外的引人喜爱。脚下的步子迈得更欢了，恨不得早点儿回到家，去做我喜欢做的事。一回到家，我就收视反听做起了数学功课和英语功课，写完后才六点钟，我便津津有味地看起了课外书……今天我八点钟就睡觉了，真惬意，很长时间没有睡过这么惬意地觉了。

第二天一大早，我怀着忐忑不安地心情来到了学校：“是不是曹老师把功课发到老爸地手机上了，可他又没看到，哎，那可就惨了……哎！怎么办呢？到了学校，我才知道了其中地原委：昨天事曹老师地老公过生日，曹老师请假没来学校，所以她没有来布置功课。哎！没有家庭功课真好！

家庭作业管理心得体会 〈二〉

早晨，给人们带来了期望和光明，我期望没有家庭作业，没想到这天实现了。

这天，我到学校吃过早餐到教室刚坐下来，听见有人说这天没有家庭作业，这时我一蹦三尺高，其他的同学用奇怪的眼神望着我，我感到很不好意思，急忙坐下来，心嘭嘭直跳，期望老师快点进教室，宣布这个消息。但上午第四节课都要下课了，老师都好象没事一样，一向没说这事，这让我十分失望。

到了下午，上课铃响了，老师挺直了腰走进教室，他微笑着环视了教室一周，慢慢的说:这天没有家庭作业。教室突然出奇的安静，安静，瞬间又明白过来，的一声欢呼起来，同学们舞的舞，跳的跳，唱的唱，教室成了舞台，我们尽情的欢呼。表达着自己兴奋与激动。

回到家后，我放下书包准备拿作业本做家庭作业，打开本子才想起没有，于是拿起语文书开始复习这天教的资料，然后找出数学，请爸爸帮我讲不懂的地方，把不懂的地方弄懂，之后我开始预习明天的资料。

弟弟回家妈妈让他做家务，他爽快的答应了，因为没家庭作业嘛，有的是时间。

吃完晚饭后，弟弟不知做些什么，又是钉又是敲，忙的不亦乐乎。我拿起自己最喜欢的课外书津津有味地看起来，不知不觉天渐渐黑了，妈妈叫到:雨雨该睡觉了。我都没听见，我是那样地痴迷。这时才发现，已经10点了，竟然看了三个多小时。

我连忙洗脸洗脚睡觉了，没有家庭作业真好啊！我能够干很多自己喜欢的事。

家庭作业管理心得体会 〈三〉

《家庭作业的迷思》是由美国著名的“进步教育运动”领军人物艾尔菲.科恩参考了300多种文献写成的书。科恩说,家庭作业不仅是孩子的负担,也是家长的负担,而我们应该寻找更好的方式去教育我们深爱的孩子。我的理解就是“过多的、重复的、杂乱无章的作业太多,导致学生厌烦,我们应该智慧地布置家庭作业。”

以下是我亲身经历或看到的:

一天,我检查学生交作业的情况,发现有十几个同学有一科作业没有完成,听说老师发了很大的火,我进教室找学生了解情况,学生给我这个班主任吐了一肚子的苦水。“老师,你知道每天就他这一科布置多少作业吗?我每天都要写到好晚。”“如果不做完,他在课上就发好大的脾气,还要罚抄,我都抄了几回了……”“唉,做了他的作业,还要做别的老师布置的作业,否则,别的老师说我不重视她的科目,她也要罚抄了……”

有一个同学在贴吧上说:“放假三天,各学科共发了15张试卷,还要写作文,还要背书,说到上课的那天就考试,老师们,可以不放假吗,放了假,作业怎么比平时还多些啊”

有同学说:“早上很早走在路上的,除了清洁工、除了卖早餐的,就是我们学生了,背着沉重的书包,装着很多的作业,一步一步地向学校走去,不会做的还得快点去教室抄,否则一被老师抓,作业抄袭,二被老师罚,作业没做完……我这痛苦的`学习生活何时是个头啊”

看到这些,我深感沉重,我想起我读书的十几年时光,真的全是快乐的,但我跟学生讲述时,他们认为那在今天是不可能的,我认为我那时的读书才是素质教育。因为他们每天就是学校——家里,家里——学校。一不看新闻,二不看报纸,三不关注社会,四不喜欢体育,因为他们没时间。我们那时的各种兴趣小组,他们这时候根本就没有;我们没有的补课和二课堂,他们倒是一样都少不了;我们那时哪有这么多的作业啊,他们是做都做不完;有家长告诉我说:“老师,我小家伙每天做作业都做到十一、二点,哪还有精神读书、背书嘛,这还只初中,高中怎么办呢?”

一个朋友从美国回来,说小学生可好玩了,每天读了书,还做了很多事。我说他们的作业怎么布置的?他说:“作业布置的很有意思,今天学习的生词抄写一遍,我看谁用的颜色最多?我那小家伙吧水彩笔都拿出来了,只有十个生词,他用了十几种他喜欢的颜色,抄得可欢了……也不觉得累。”

开学听孔教授作报告时说,有所农村学校搞基建,教室里是土地,土比较松软,老师就让学生用工具把教室的地压实,学生都没劲,干一会累得不得了,也就不好好干了,第二天,老师说让学生在教室里玩“冰棒化流”的游戏,同学们追得满头大汗,兴致那个高啊,追个一上午。老师说:“谢谢同学们,你们可以回家了,我们的任务完成地很好。”学生一个个莫名其妙,老师说:“看,在玩游戏的过程中,地已经踩结实了。”同学们高兴地笑了。这就说明这个老师布置作业很有智慧。

我自己的小家伙读二年级时,有一次,作业做到了十二点还没有做完,我就火了,小家伙泪水涟涟,生怕我发火。我一看,那作业就是不停地抄抄抄,我就说,从明天开始,抓紧时间做你该做的作业,合理安排时间,有些不必要的作业就不做了,每天在我下班之前作业做完,书包不带回去了,回家除了玩,就是看一下课外书和要复习的内容,这也几年了,我看蛮好的,最主要让他养成学习时要专心的习惯,学习时短时高效的习惯和合理安排学习时间的习惯,当然,我也不能说这样就正确,大家见仁见智。

想想,中国教育喊“素质教育”喊了好多年,喊“减负”喊了好多年,喊“整顿二课堂”也喊了好多年。但真正我们看到的,依然是应试教育,依然是不停地补课、补课、还是补课,依然是“奥数”,依然是作业多多,美其名曰,只有多上课,多做作业,才能考出好的成绩,才能考上名校。学生就在这种“关爱”之下,失去了快乐的童年,失去了对学习的兴趣。

当然,如今的时代,老师们面临着巨大的压力,必须配合考试制度所强加的、难度越来越高的课程,必须考出排名好的成绩,而且要给校方和家长一个认真负责的印象。但我们不能以此为借口布置很多的作业,产生很多的作业垃圾,我们要学会智慧地布置家庭作业,让学生喜欢做你的作业,又能提高学习能力,拓展了知识面,又不用很多的时间。

在《家庭作业的迷思》中,科恩也借用了不少老师的经验,阐明了不是不要做作业,而是要怎么做才有效益。而问作业的效益时,问的不只是能否提高学业成绩,还有更核心的,孩子有没有兴趣,能否提升能力、加深学习,亲子间的关系与互动会受到怎样的影响等等。

相信在不久的将来,学校教育将会进行一些变革,要想走出家庭作业的迷思,我个人认为:

1、教育制度要改,既然我们要建设创新型国家,培养创新型人才,就要真正地落实素质教育,让学生全面发展,能够有时间参与各种有意义的社团活动,能够有时间从事实践活动,增强动手能力,培养创新能力。

2、教育考核机制要改,既然是素质教育,可好多地方依然是“分、分、分,学生的命根”,以成绩的好坏评定学生的能力;好多地方依然是按照考生的成绩排名来考核老师的教学能力,学生的成绩不好就是老师教得不好,如果这种考核机制不变,相信依然会有很多的作业包围着学生。

3、老师布置作业的观念要变,作为一名教师,我们应正确对待学生的家庭作业,不以布置作业为目的,不盲目追求大量的练习,布置家庭作业的根本目的是让学生掌握或者巩固所学知识,我们可以把更多的主动权交给孩子,让孩子自主安排自己的学习与生活。就像艾菲尔·科恩在该书最后指出:“我们欠所有的孩子一个以真相、以合理为基础的家庭作业政策。”让我们继续努力,调动孩子们对学习的“高度兴趣和动机”,让家庭作业不再成为一种负担,让学生爱上家庭作业。

家庭作业管理心得体会 〈四〉

1. 许多数学问题都离不开想像!

2. 在解决数学问题的同时，要多问几个 “为什么”!

3. 多一些回顾与反思，你就会形成自己 的数学知识网络!

4. 理解括号的作用，才能正确使用括号!

5. 对于学过的知识，要善于归类!

6. 你现在知道是怎样错的了吗?

7. 弄清算理，才能列出正确的算式!

8. 运用表格法解决问题，也是很不错的!

9. 你能把解决问题的依据画出来吗?

10. 一切皆有可能，你的努力也一定能收获成功!

11. 这一次做得不错，再努力些就会更棒!

12. 放松要求了吧……

13. 用你的努力，给我一个鼓励，让我们一起冲!

14. 一份耕耘，一份收获!

15. 你努力，你收获，你勤奋，你成功!

16. 鼓励，对你很重要，我记住了!谢谢你!

17. 相信你能做得更好!

18. 这么端正的作业，一定下了很大功夫!

19. 我忍不住要多看两遍，真好!

20. 不可以对自己降低要求!因为你能做到更好!

家庭作业管理心得体会 〈五〉

“这么多呀！”几个星期学习内容，要以说全包了。语文家庭作业：抄写第一个单元的优美词语，第一个单元的生字，完成一张试卷，一篇小作……简直比星期六和星期天的作业还多，真讨厌。

今天，我一回家，放下书包，拿出作业本，马上写字。从五点写到六点，还没写完。然后就吃晚饭，洗澡。七点钟又接着写。写着写着，忽然觉得好累。便休息一下。没休息10分钟，就又开始写了。手都写痛了，可是我不放弃。嘴里念着：“加油，加油，你一定会胜利的，挺住，一定要挺住。”

“太好啦！太好啦！只有一篇作文了。”等我写中英数作业时，已经是10点了。

这篇文章写了“我”一直在完成作业的事情，突出了作业多这一中心。语言平淡，缺乏生动细腻地描写。希望以后多读书，多积累，学习一些写作方法，相信你也能写出优秀的文章。

家庭作业管理心得体会 〈六〉

1. 你是班里的希望，再进一步就是胜利。

2. 别人能做好，你当然也能做好。

3. 写字时要注意，大小一致，行款整齐。

4. 不要放宽要求，因为你能做得很好。

5. 作业是巩固知识的必要途径，必须用心完成。

6. 世上无难事，只怕有心人。只要你付出，就会有收获。继续加油吧!

7. 你的字迹很清楚，端正，值得同学们学习。

8. 你的作业有进步，这样做下去，老师会更高兴!

9. 你是全班最棒的!愿你继续努力!

10. 你能认真书写，但要注意个别字的结构!

11. 你是我们班最优秀的学生，作业认真，字体正规。

12. 理解内容是掌握基础知识的根本，本次作业很好的体现了你的能力。

13. 拓展是发展的表现，现在超前的思维是未来知识的综合，相信你今后会更好。

14. 昨天晚上的电视节目太精彩了吧，忘记写作业了?你今后可要写完作业再看电视呀!(杨汝明

15. 看到你的作业，就像一幅风景优美的画，你是老师的骄傲，老师希望你再接再厉，能做得更好、更出色。

16. 每次的学习成绩你都是优秀的，我真为你骄傲!

家庭作业管理心得体会 〈七〉

1. 学习退步，我会注意你!

2. 你没有认真完成!

3. 放松要求了吧

4. 为什么总有错字?我等待你的回答!

5. 这不是你的水平!

6. 认真写了吗?我喜欢你上次的作业!

7. 骄兵必败!

8. 你的朋友们快超过你啦，还不努力!

9. 后面没有前面认真，持之以恒!

10. 不可以对自己降低要求!因为你能做到更好!

11. 加油!超过别人!

12. 放飞梦想，突破渴望!

13. 让大伙儿看到更出色的你!

14. 相信你能做得更好!

15. 加油!加油!!加油!!!

家庭作业管理心得体会 〈八〉

“来，这儿有两道我出的题，做一下吧！”刚一进家门，我便看到桌子上的纸页，妈妈边说边拿起笔递给我。我仔细地看了一遍题目，惊奇地发现这些正是我昨天晚上做作业时写得不太熟练的题型。

“咦？奇了怪了，妈，这题——”我诧异道。她神秘地一笑：“这题出得好吧，还是妈懂你，就知道你不会，做就是了。”我点点头，坐定，努力思索着，想了一会儿，还是没做出来。妈妈凑过身来，耐心地给我讲解，一遍又一遍，直到我彻底明白。

一连几天，妈妈给我布置的家庭作业如翎箭一般正中我的“知识盲点”。我也曾想，或许是她趁我不注意时看了我的数学基础训练，又或许她曾向我的老师了解情况。可这几天晚上，都是爸爸辅导我写作业，妈妈这学期担任班主任，工作很忙，我放学回到家，她已经准备好饭菜，去学校监督学生上晚自习了，她哪会有时间去见我的老师呢？这个谜团在我心中发酵，却一直没有很好的答案。

“行到水穷处，坐看云起时。”我念着诗坐在河边，抬头仰望那边的“山无数，乱红如雨”，恍惚间，已不记来时路，忽然，狂风大作，我一个哆嗦，走出了梦中的桃源。双眼略微睁开一丝缝隙，竟捕捉到一个黑影。

温暖而昏黄的灯光点亮了屋中的那一角，怕打扰我睡觉，那台灯已经压得不能再低了，“沙沙”的翻书声轻轻地传来，书桌旁的那个身影，看得是那么认真。她应该是刚下晚自习，还未来得及把外衣脱去，一身风尘，我甚至能闻到她从外面带回来的雨水清新的味道。闹钟上的数字定格在2 3：3 0。我端详着她，她在认真地看我的作业，怕被她发现我已经醒了，我将眼皮收窄再收窄，眯得只剩下一条缝，恰能装下一个她——我的妈妈。

應是看完了，妈妈轻轻地把书放回我的书包，关上灯，我赶紧合上眼。妈妈亲了亲我的额头，转身走出了房间。

一滴眼泪从我眼角滑落，原来这就是作业的秘密。

家庭作业管理心得体会 〈九〉

一、单项选择(每小题1分，共20分)

( )1．I don't know ______he will come tomorrow．______ he comes，I'll tell you．

A．if；WhetherB．whether；Whether

C．if；ThatD．if；If

( )2．Could you tell me _________ the floor without any help？

A．how did he cleaned B．what did he clean

C．how he cleaned D．what he cleaned

( )3. A woman saw it _____ when she was walking______.

A. happened, pastedB. happen, passed

C. happen, pastD. to happen, passed

( )4. – Would you like to have some tea or coffee?

-- ________. Thank you . I’ve just had enough tea.

A. EitherB. Neither C. Some D. Both

( ) 5.Stop ______ a noise! It’s time for class.

A. makeB. to makeC. makingD. made

( )6.Mount Tai is very beautiful. We _____ want to go there.

A. alsoB. tooC. eitherD. as well

( )7.—I had chicken for lunch. What about you?－_____________.

A. So do I.B. So had I.C. So did I.D. I didn’t so.

( )8. Our teacher always tells us _____ on the road.

A. don’t playB. not playingC. not to playD. not play

9. I’ll give her the books as soon as she ________.

A. comesB. is coming C. will comeD. came

( ) 10. Lingling studied hard _____ she could pass the maths exam.

A. because B. so that C. in order toD. while

（）11. He felt a little nervous because the doctor would operate _____ him at once.

A. on B. inC. for D. with

（）12. He was careful to avoid _____ in the centre of the city.

A. drive B. drivingC. to driveD. drove

（）13.---Look at the sign. Don’t stop your car here.---sorry, I ______it.

A. don’t noticeB. didn’t notice C. haven’t noticeD. wasn’t notice

（）14. Mr. Smith _____ in while they ____a meeting.

A. was coming…were havingB. was coming… had

C. came…were havingD. came…had

（）15. She ____ until his mother agrees.

A. leaves B. will leaveC. doesn’t leaveD. won’t leave

（）16.They were _____ excited to see each other _____ they couldn’t speak.

A. such…thatB. so…thatC. too…toD. enough to

（）17. _____ he still worked hard, _____ he was very tired.

A. Though…butB. Because…soC./…thoughD. /…so

( ) 18. If I were you, Ibuy that ugly hat.

A. won’tB. wouldn’tC. don’t D. didn’t

（）19.—I think chocolate is good for your health.

—________.

A. Good ideaB. Yes, come and eat one

C. Yes, I agreeD. No, I’m full

（）20.—Cindy, is it OK to ________ you at home by ______?

—I think it’s OK, mum. I can look after myself ________.

A. leave, yourselves, good B. put, myself, good

C. leave, yourself, well D. put, herself, well

二、情景交际(10分，每小题2分)

从方框中选出适当的句子完成对话，两项为多余

A：Hi, Linda. Shall we go to see a film ?

B：(1) _________

A：That's a good idea. The weather is so nice these days. But where shall we have the picnic?

B：(2) _________

A：Yes, Sun Island is really a good place. (3) _________

B：We can bring some bread, meat, and something to drink.

A：OK! We'll bring all of them. By the way, when shall we go?

B：(4)_________

A：Any day?

B：(5)_________

A：OK. Let's make it this Sunday.

A. Yes. We are on holiday now.

B. What kind of food shall we bring?

C. Any day you like.

D. I think Sun Island is good.

E. What about you?

F. But why don't we go out for a picnic?

G. Don't you think so?

三、完形填空（一）（10分，每小题1分）

Poor Martin lost his work and was trying to find a job. One day he read in the newspaper that a man was wanted to work in a zoo. He was very1and went to the boss of the zoo to ask for the job. The boss told him that their monkey had just died and it would be two months2they could get another one, so they wanted him to take the monkey’s place.

As soon as he heard this, Martin got angry and shouted, “You want me to take the place of a monkey? Take this place yourself. You look3like a monkey than I do.” “Don’t be angry,” said the boss with a smile, “I know you don’t look like a monkey, but we will4you up.” Martin thought about it for a moment. Though he didn’t like the idea, but he had to make a living after all. So he5the job in at last.

The next day Martin started to work. It wasn’t so6. The only thing he didn’t like was the tiger in the cage next to him. But, as there were strong bars (栏杆)7them, he soon got used to his neighbour.

One afternoon he climbed up to the top of the bars. Suddenly he missed his footing and fell to the other side of the bars. That great animal was asleep at that time, but the noise woke him up. Martin had to8the bars again quickly to get back into his own cage. He tried to get up, but he had hurt his feet9badly that he couldn’t move. The tiger was coming to him! The next few seconds seemed like hours. Then the tiger whispered (低语说) in his ear, “Don’t be10, old man. I’m in the same boat as you.”

( ) 1. A. sadB. worriedC. surprised D. glad

( ) 2. A. beforeB. since C. afterD. ago

( ) 3. A. much B. more C. quiteD. most

( ) 4. A. pickB. bringC. dress D. give

( ) 5. A. agreed B. tookC. loved D. lost

( ) 6. A. bad B. clean C. goodD. nice

( ) 7. A. between B. beforeC. behindD. among

( ) 8. A. liftB. moveC. jump overD. climb up

( ) 9. A. veryB. too C. soD. rather

( ) 10. A. unhappyB. sadC. afraidD. angry

四、完形填空（二）（每小题2分，共26分）

阅读短文，根据文意将方框内所给的词填入相应的空白处，使短文意思完整（每词只用一次）

anythingatwhatorkeptbeganhear crying

I can still remember my first day at school. I was only 6 years old____1______ that time. It was a very big room. I sat at the desk near the window, but I couldn’t see _____2______ because the window was too high. There was a big map of the world on the wall and an old blackboard. I don’t think I was worried____3___ afraid at that time. There was another little boy next to me. He sat there and___4_____ silent at first. Then he began to cry, because he didn’t want to stay there.

More and more students came in, but the boy didn’t stop ___5____. “Mom, I want to go home.” He cried again and again. Later, the teacher came in. She went to the little boy, and said something to him. I couldn’t ____6____ what she said. Soon the boy stopped crying and ____7___ to smile. To this day, I still don’t know _____8_____ the teacher said to the little boy.

B:阅读下面短文，在空格内填入适当的词，使其内容通顺，每空一词

Do you know anything_____1_____the moon? The moon is smaller than the earth, but the sun the much bigger than the earth. The moon is far from the earth. It’s 380,000 kilometers _____2_____. From the earth. The moon looks ____3______a cake. There is no air on the moon, so there are no living things there. The side of the moon to the sun is very hot, while the other side is very cold. People can jump higher on the moon than on the earth and walk ____4____ easily there. People can’t live on the moon. They have been to the moon. It ____5____ more than three days to get to the moon by spaceship.

五. 阅读理解（一）( 本题共7小题，满分16分)

John, one of the school newspaper reporters, interviews Bernard Longmore. Bernard went to their school and has become very successful.

John: It’s really good of you to agree to talk to us, Bernard. I know you are very busy.

Bernard: I’m very happy to talk to you. I enjoyed my time at school—it was a good school.

John: It still is. I’m very happy there.

Bernard: So you present(展现) programmes for a radio station.

John: Yes, and we want you to tell us about your work as a presenter on a popular radio station. We want to know how you ‘ve become so successful.

Bernard: Well, I work hard, you know. I’ve always worked very hard.6 I think that successful people know what they want to do when they are quite young.

John: How old were you when you decided you wanted to work in radio?

Bernard: I started presenting music shows for my school radio station when I was 15. I became the youngest presenter of a popular national teenage radio show when I was 17. And then when I went to university, I worked on the university radio station in my free time. After that, it was easy to get a job with a local radio station in a small country town. And after about two years, a national radio station asked me to work for them. I’ve worked for them for four years now.

John: 7 It sounds very easy when you talk about it.

Bernard: It was quite easy. If you’re very interested in something, you’re usually good at it.

John: Thanks. I’ll remember that.

A:根据短文内容，回答问题(每题2分)。

1. Why is John interviewing Bernard?

_____________________________________________________

2. How did Bernard feel about his school?

_____________________________________________________

3. What did Bernard decide when he was 15?

_____________________________________________________

4. When did Bernard become the youngest presenter of a popular national teenage radio show?

_____________________________________________________

5. What did Bernard do when he was at university?

_____________________________________________________

B: 将文中划线的句子译成汉语（每题3分）

6._________________________________________________________________

7.________________________________________________________________

六．阅读理解（二）（本题共20小题，每小题2分，共40分）

A

Dear Alice.

You really have two different questions here, so we’ll discuss them one at a time. Your problems at school may be a result of a number of things. You don’t say much about how these classmates get along with each other. It’s possible that all the students are feeling a little cautious(谨慎) in the first term.

It’s also possible that the others are unkind. If this is so, you have to find out why you are the class “outsider”.

In your letter you often offer to help others with their work. Is it possible that your classmates didn’t understand your offers? Could it seem that you were trying to “buy” friends with these offers?

Is it possible that you took no notice of your classmates when you had your good friend near you? They may have felt hurt at that time. It may take a time for them to believe in you. If so, try to ask one classmate directly what the problem is. If you hear a negative(负面的') answer, at least you’ll know what to do.

() 1. From the letter we know that Alice was very

A. luckyB. unkind C. clever D. unhappy

() 2. Form the letter we can conclude(得出结论) that .

A. Alice wasn’t pleased with her teachers.

B. Alice’s parents made her study too hard

C. Alice didn’t want to go to school any more.

D. Alice didn’t get along well with her classmates

() 3. In the letter Shelia talked aboutpossible reasons for Alice’s problems.

A. four B. sixC. sevenD. eight

() 4. Which of the following is NOT true according to the letter?

A. Alice felt her classmates weren’t kind to her.

B. Alice was very warm-hearted to help her classmates.

C. Alice didn’t want to get along well with her classmates.

D. The girl asked two questions in her letter.

() 5. Shelia’s advice to Alice is that

A. Alice should find out the true reason for her problems.

B. Alice should leave school as soon as possible.

C. Alice should get one negative answer.

D. Alice should “buy” friends with her offers.

B

A man made a nice talking machine. It could weigh people. The man wanted to try the machine before he could make a lot of these kinds of machines.

He put the machine into the waiting room of a station . There were always lots of people inand out there.

The first one began to use the machine. It was an Indian woman. When she stand on the machine, the machine thought for a few minutes to decide which language it should speak.“Good morning, madam,” it said in Indian. “Your weight is 72 kilos. That’s three kilos more. If you eat more fruit and vegetables, you will be soon all right. Wish you a nice day.”

The second one who used the machine was a nice Chinese girl. She stood on the machine and waited to hear her weight. “Good morning , Miss ,”the machine said in Chinese. “Your weight is 45 kilos. It’s all right for your age and height. Go on to eat what you eat every day. Wish you a nice day.”

The third one to use the machine was a very fat American woman. She thought for a long time before standing on the machine. But as soon as she stood on the machine, the machine spoke quickly in English , “Good morning . Will one of you get off?”

() 1. The nice talking machine could_____

A. tell people what they should eatB. weigh and talk to people

C. tell people how old they areD. tell a story

() 2. First the man put his machine .

A. in the doctor’s waiting room B. in a museum

C. in a stationD. in a train

() 3. What did the machine tell the Indian woman?

A. She was a little lighter. B. She was just all right.

C. She needed to eat more and exercise more.D. She was a little bit heavy.

()4. Which of the following is RIGHT?

A. The machine tested only two people.

B. The Chinese girl was too thin.

C. The Indian woman was in fact heavier than the American woman..

D. Of the three the Chinese girl was the lightest.

() 5. The machine said quickly “Will one of you get off?” because

A. two people were on it

B. the third woman was too fat

C. something was wrong with it

D. the machine didn’t know where the third woman was from

C

We are always using body language in our daily life. When we have a conversation with someone, we may be using more body language than words. However, the same body language may mean different things in different countries. That’s why people sometimes do not understand each other correctly. Pointing to one part of the body can mean differently in different cultures. For example, in the USA people point to their heads when they think someone is clever. However, in Europe it means ‘He or she is stupid or something is wrong with his or her head’. In our Chinese culture, nodding(点头) our head up and down means ‘yes’ and shaking our head from side to side means ‘no’. However, in parts of India, Greece and Turkey, it means just the opposite. In England or the USA, when you raise your hand and make a circle with the thumb and the second finger, it means ‘You’re all right or Everything is OK’. However, if we do this in France or Belgium, it means ‘You’re worth zero’. In Greece or Turkey, we should not make this gesture（手势）. Or we are thought to be very rude.

The meaning of gestures can also change over time. In the 1960s, the V sign meant ‘peace’. However, during World War II, it meant ‘victory’. In Greece, it is a very insulting（污辱性）sign.

Though the meaning of body language is different, there are some expressions having the same meaning throughout the world, such as smiling and crying.

( ) 1. In England, if people point to their heads it means they think someone is ________.

A. cleverB. stupid C. headacheD. angry

✹迷你日记网金牌栏目合集:
• 管理学心得体会 | 义务教育作业心得体会 | 财务经理作业心得体会 | 心得体会 | 家庭作业管理心得体会 | 家庭作业管理心得体会

( 2. In India, if one nods his head up and down, it means he__________.

A. doesn’t agreeB. agree C. is happyD. is sad

( ) 3. In France, if you raise your hand and make a circle with the thumb and the second finger, it means_______________.

A. you are cleverB. everything is OK

C. it is trueD. you are worth nothing

( ) 4. Which country’s body language is most different from our usual thinking?

A. France B. EnglandC. Greece D. India

( ) 5. V sign meant_______________ about forty years ago.

A. victory B. killingC. festivalD. peace

D

An old man was going home late one night with his horse and cart after a day’s hard work. When he was not far from his house, the light on the cart went out. He tried but could not mend (修理) it.

He was near his home, and so he went along the road without a light. When a policeman saw this, he stopped the old carter.

“Where is your light?” asked the policeman. “No man may take a cart along the road at night without a light. You know that. You have broken the law (法律).” “I had a light, but it has just gone out,” said the old man.

“I don’t believe that story,” said the policeman. He took out a book and got ready to write. What’s your name and where do you live?” he asked.

“Please don’t take my name,” said the old man. “My home is just there. You can see it from here. I had a light nearly the whole way. I haven’t come far without a light.”

“You came all the way without a light. What’s your name?”

The carter quickly took the policeman’s hand and put it down on top of the light. The light was still hot and burnt the policeman’s hand. The policeman jumped and he was very angry. “Now, what do you think?” said the carter. “Did I come all the way without a light?”

() 1. In the passage the word “cart” is ____.

A. something like a car

B. something like a light

C. something pulled by a horse

D. something with a light

() 2. The old man drove home ____.

A. on the back of his horse

B. late one night

C. very late every night

D. with a policeman

( ) 3. Where did the policeman stop the old man?

A. Near the old man’s home.

B. At the traffic lights.

C. Under a road light.

D. Far from the old man’s home.

() 4. The cart was stopped by the policeman because ____.

A. the old man didn’t have a light

B. the policeman didn’t believe the old man’s words

C. the old man didn’t want to tell his name

D. the light on the old man’s cart was not on

() 5. What made the policeman believe the old man’s words?

A. He made the policeman touch the light.

B. He jumped and shouted angrily.

C. He made the policeman angry.

D. The light burnt the policeman’s hands.

七、写 （本题共28分）

A．句子翻译，根据所给汉语，完成下列句子（本题共10分，前3个每小题2分，第4题4分）

1.这条蛇咬伤了他的手。

The snake _________ ______ hand.

2.我警告过你不要单独走回家。

I ___________________home alone.

3. 如果你告诉他真相,他会对你生气。

_______you tell him the truth, he’ll______________ you.

4．尽管在一次手术中割破了手，他仍然继续工作。

____________________________________________________________________

B.书面表达（18分）

Cherry 是Lily的一个朋友，她最近很苦恼，因为她太痴迷于电脑游戏，学习成绩下降了，父母对她也有意见。她写信给Lily，让她帮助解决这个问题。请你以Lily的名义给她提供一些建议。70词左右。

家庭作业管理心得体会 〈十〉

【摘要】：

在小学阶段，语文作业往往是抄抄写写，反复机械地死抄硬背，学生学习语文的兴趣并不浓厚，相反，减弱了学生的学习积极性。为此，我们广大语文教师应当以提高学生的学习兴趣、扩大学生的知识视野、培养学生的语文运用能力为目的，根据学生实际，有针对性的，因人而异的，合理有效的布置家庭作业，多注重培养了学生的听说读写能力，让学生在实践中增长才干，又使学生感到学习语文是一件十分有用、有趣的事情。通过不知一些实践性、操作性强的作业，鼓励学生主动探究，挖掘自身的创造潜能，开发自身的多元智能，让学生在学习的过程中获得成功的体验，同时，也开辟我们语文学科教学和对学生进行创新精神培养的新途径。

【正文】：

“君子坦荡荡，小人写作业。商女不知亡国恨，一天到晚写作业。举头望明月，低头写作业。洛阳亲友如相问，就说我在写作业。少壮不努力，老大写作业。垂死病中惊坐起，今天还没写作业。众里寻他千百度，蓦然回首，那人却在写作业。”

闲暇之时，在一本杂志上看到这段话，不禁哑然失笑。虽有些滑稽，却真实地道出了如今孩子们的苦衷啊！同时身兼教师和家长双重身份的我，不由得深思这个问题。

作为老师，我们内心并不想布置那么多的作业，但总是不得不找点儿抄写的任务去应付“作业”.有些课文、句子、词语抄了一遍又一遍，学生抄得烦了，老师布置得也腻了，但还得布置，因为要向家长交代啊！如果哪天没有布置需要动手写的作业，必定有家长会打电话问：“老师，今天怎么没有布置作业啊？”在家长和孩子眼里，阅读或复述课文，查阅资料等等诸如此类的作业根本不算作业。语文作业成为老师和家长共同的负担。要放学了，办公室里同年级的老师在商议：“今天抄什么？”放学路上，学生们在议论：“怎么又是抄这些东西？”

这种现状给“有效教学”带来了新的话题：语文家庭作业应布置什么内容？有效的语文家庭作业布置应注意哪些问题？

我针对这个问题，悉心进行了一番关注与反思，归纳了几点目前我们语文老师在布置作业方面存在的现象：

1、调查发现，许多小学语文教师抱定“熟能生巧”的古训，给不堪重负的小学生留下了没完没了的作业，认为只有没完没了的作业才能使学生掌握知识。所以现在仅仅是小学阶段要掌握的那两千多个汉字就足够让学生手忙脚乱了。

2、 一个汉字一定要写上几十遍，这是一项极为枯燥的作业，学生因此就足以对语文课产生抵触情绪了，再加上那些让学生死记硬背的条文，段落等，给孩子造成很大的心理负担，说严重点，这甚至对孩子们是一种催残。

3、作业布置不合理也是其中之一。语文作业确实不好布置，过于简单起不到巩固提高的目的，难度太高学生又无从下手。所以造成老师们要么机械地让学生抄写生字词，要么做课后老师讲过的题目，因此就出现了学生做语文作业不用动脑筋的现象。

过去，我也信奉“学而时习之”、“字要写，拳要打”、“好记性不如烂笔头”等思想，布置作业时，一味地强调“多练”,主张“多多亦善”,相同的练习至少要做三四回，同一个生字新词至少要抄三四遍遍，我才放心。而实际结果是：有一部分学生越来越把语文作业当作是一种老师强加的机械劳动，不胜其烦；有些学生对学习语文的兴趣不大，虽然功夫花了，学习成绩却无起色。事实给了我深刻的教训，也使我开始认真反思自己的做法。随着新课程教学改革理念的不断深入，我逐步摒弃了以前那种陈旧的教学观念。对学生的语文作业布置也越来越注意讲究科学性、实效性。

经过不断的教学实践，我的.个人看法是：

1、目的明确。我在布置作业时注意精心筛选，在学生平时的作业和实际教学中，多加留意，及时发现所存在的问题，找出学生易出错或必须牢固记住的内容，以此作为训练的重点。其次是任务、目的明确。我对作业内容做适当调整和补充，达到训练的目的即可，忌过多过繁。在让学生明白“为什么要做作业？”的同时，我自己也要清楚自己“为什么要布置作业？什么样的学生布置什么样的作业？”,即布置怎样的作业及达到什么样的目的或取得什么样的成效。并通过对作业的检查，验证是否达到预期目的，进而调整自己布置作业的思路。有些内容可采用长期性巩固的方法，采取科学的方法进行消除遗忘，不可一次堆得过多。反之，“欲速则不达”,只能是事倍而功半。再次对学生的情况也应明确。充分了解学生的年龄特征、基础能力，在布置作业时更有目的性。

2、提高兴趣。传统的作业单调、乏味，作业内容缺乏趣味，很难激发学生的学习积极性。因此，我在设计作业时，尽量富有创意，作业形式新颖，作业内容密切联系生活实际并有一定的趣味性，使学生在一种愉悦的环境中，体验到寻觅真知和增长才干的成功乐趣。

比如：在上完《神鸟》一课后，我安排了学生复述课文给家人听，并续编故事的作业，学生们欣然接受，并很乐意完成这样的作业。在训练学生口述能力的同时，又达到了培养想象力和写作的教学目的。

3、因人而异。比如：我让学生可以根据自己的实际情况，或写日记、或写作文片段、或摘录课外读物中的优美词句、或练习书法写字、或看有益的课外书。作业不再拘泥于只是动笔，可以看有益的课外读物，可以以自己喜欢的方式制作喜欢的读书笔记，学生有兴趣，学习有效果，学生学习语文的积极性空前提高。孩子们也不会把作业当作一种沉重的“负担”了。如和父母共读一本书，共看一篇文章，与父母交流书中的人物故事……这样的作业给了学生表现自己、发展自己的机会，绘画的形象有趣，朗诵的抑扬顿挫，创作的立意深刻。

4、实践探究。现代教育理念倡导学生积极探究，培养分析、解决问题的能力。在优化作业设计中，我尽量为学生创造实践操作的机会，引发学生自觉地运用知识去分析、解决实际问题，培养学生的实践能力和创新精神，使学生很好地理解“知识源于生活，又服务于生活”的理念，有效提高学生个体的文化素养，让学生在学习的过程中获得成功的体验，真正成为个性健全发展的人。比如：在周末我布置这样的作业――我让学生在节假日走进大自然、参加社会实践、社会调查、社区服务，从生活中、实践中获得知识，培养能力。

如教学《卫星比武》一课后，为了更好地拓展丰富学生的知识，我将学生分成几个小组来布置作业。

a、数据搜集组：搜集卫星的有关数据，充实课文有关内容，能使读者更具体地了解卫星的有关数据知识。

b、生态环保组：调查自己生活周边环境的保护情况，提出生态保护建议等。

c、资源探测组：查找有关资料，了解地球资源开发情况与可持续发展的关系。

d、宇宙探秘组：查找有关地球周边星球的情况，了解与我们生活息息相关的一些科学知识。

e、佳句点评组：感悟课文内容，点评文中句子，理解重点句子的作用，领悟课文重在依据事实表达的特点。

事实证明，孩子们积极主动参与，在各小组运作的基础上还举办展示活动。学生收集到许多有关卫星、其他星球以及环保等问题资料，有文字、有图片，并且数据全面，材料翔实，观点新颖，构思奇特，语言精彩。课堂上出现许多非预期性问题，收到了意想不到的效果。学生在整个活动中有听有说，思维活跃，拓展了自己的知识面，也加深了对课文内容的理解。

5、贴近生活。“生活即教育”,语文从根本上是与生活息息相关的，作为课堂教学的延伸，语文作业不应仅仅封闭在课本范围内。比如：我让学生多多收听收看广播、电视台的新闻节目，记录自己最关注的新闻；观看动画片，学写短小的童话、科幻故事；观察大自然中的某种现象，写观察日记；了解某种产品的性能、用途，学写产品说明书、广告语等等，学生既感到新奇，又收获了课本上学不到的知识。

在学完《花木兰》一课后，我看很多学生对剧本产生了兴趣，于是就布置学生回去学着编写自创剧本，让孩子们自己设计剧情，自己创设情境，自己当一回编导，内容可以是科幻的，穿越的，想象的，现实的……只要把自己心中的故事在自己的舞台绽放异彩就好。我在批改作业时，也不过分严格苛刻，只要按照简单的剧本编写出一个故事，符合剧本基本要求，有一定思想性，教育性即可。我在他们的作业后面批下了“真是一个好编剧啊！”“有想象力哦！”“有编剧风范了！”孩子们很开心，仿佛自己就是一个名编剧了……

我想：谁敢说他们中将来长大了会不会出一两个好编剧呢！就算没走上编剧之路，至少，在孩子们看来，这样的家庭作业真好玩！喜欢做！足矣。

6、培养特长。从长远发展角度看，培养一技之长，比死读书更利于孩子们的成长。我经常让学生阅读课外读物，做精美的读书笔记，自己动手办手抄报；背诵没有学过的古诗，在班上举办诗歌朗诵会；练习书法，展示书法作品；收集名人名言、歇后语、谚语、春联、民间故事，在班上交流；走上街头，纠正街道两旁的错别字等等，通过这样的课外作业，既培养了学生的听说读写能力，让学生在实践中增长了才干，又使学生感到学习语文是一件十分有用、有趣的事情。比如教完《左公柳》一课，我结合学生的特长，请喜欢绘画的学生画几幅你印象中的左公柳的图画；请喜欢朗诵的学生选择最喜欢的段落朗读录音；请喜欢创作的学生，让学生思考左公柳还有可能在什么样的恶劣环境下顽强地与自然灾害作斗争的情境。

总之，我感觉作业的布置和设计安排，既要根据学生学习内容，分清主次，循序渐进，又要避免多而繁杂，降低学生学习兴趣，影响学生发展；既要根据学生学习能力采用不同的教学措施，还要创设一定的灵活性，发展学生个性。通过优秀的语文作业设计，调动学生学习的积极性，让学生想学、爱学和乐学。只要我们清醒地认识家庭作业的功能，不断丰富作业的形式，加强作业的综合性，让作业走进生活，走进社会，我相信语文家庭作业一定会成为助推孩子健康成长的加速器。

实践证明，我在批改着自己设计的这些作业时，深感欣慰，透过孩子们五花八门的作业答卷中，我看到的是他们的收获，更看到了他们五彩的未来……

我想：用心地对待学生的每一次作业，尽力为孩子们创设更多更广阔的天地，送给孩子们一对快乐的翅膀，让他们在知识的天空尽情翱翔，惟有如此，我才对得起自己的良心，才无愧于“人民教师”的称号。

家庭作业管理心得体会 〈十一〉

家庭功课已经成为我们学生的仇人了，从一年级到六年级我们从来就没有一次不布置家庭功课的，可是今天，老师忽然说了一句：“今天没有家庭功课。”就这一句话，使得我们全班像炸开了锅，纷纷议论起来“老师会这么好心？”“不可能吧，老师怎么会不给我们布置功课呢？”“......“老师又说了一句：“老师什么时候骗过你们？我从来不会骗人，今天就让你们放松放松。”“耶！太好了，今天没有家庭功课！！”“终于可以玩了，我好开心啊！”

回到家后，我对妈妈说：“妈妈，我说今天没有家庭功课，你信吗？”我考验考验妈妈。妈妈说：“当然有，怎么可能会没有呢，你们可是毕业班，不可能没有的。”可是，事实却出乎妈妈的意料，我高兴地说：“今天没有家庭功课！！！我可以出去玩一会吗？”妈妈听了，半信半疑地说：“是吗？不可能吧！”妈妈凝视了我两三分钟，才慢吞吞地说：“可以啊，你自由了，今天就破例给你。”我终于等到妈妈的“诏书”，兴高采烈地跑出家门玩了。来到同学家的门口，只见同学妈妈的喊骂声：“没功课。你们是毕业生，你骗人也别用这么低真个手段吧，就算没有功课，你也不能出去玩，在家给我写2份试卷，20道英语题。”我听后为同学愤愤不平，，自言自语道；“这么多题，这么可能做得完啊？”那些家长整天让自己的孩子做那些课外功课，没有玩的时间，负担真的减了吗？

老师说没有功课，是想让我们放松，但是也不能放得太松，究竟是毕业班，要抓紧时间温习。于是，我回到家，拿起妈妈的功课来做，也只有狠下苦功，才能有成功！！！

家庭作业管理心得体会 〈十二〉

一、大力宣传，使全体师生树立有效作业重要性的认识：

三、工作思路：

全面落实县局关于有效作业的指导意见精神，本着减数量、重质量，提高作业针对性；分层次重批阅，追求作业实效性为目标，力求达到减负增效的目的，使有效作业真正成为提高教学质量的有力抓手。

四、有效作业要求：

1、分组分学科展开交流、讨论，集大家智慧，确定出适合我校“学情”的统一的有效作业。把有效作业的讨论作为有效备课讨论的重要内容，定点、定时、统一。

2、作业形式多样，可分：必做、选做、讨论、与中考连接，聚焦竞赛、错题对比、变图变式、一题多解、实践制作、方法渗透等。做到书面与口头作业、课堂与课外作业、书本与教辅作业三结合。要注重学生动脑动手能力的培养。改重数量为重质量，坚决反对“题海战”。

3、规定各科作业量语文作文两周一次、作业每周四次，英语、数学每周五次，物理、化学每周三次，政治、历史、地理、生物每周两次，音乐、美术、信息每周一次。且按“梯度”优生完成100%、中等生完成75%、学困生再减量或降低难度完成。

4、批阅要认真及时，必须做到有发必收、有收必批、有批必评、有错必纠。要求教师必须有实实在在的“作业批改记录讲评本”；学生必须有“纠错分析本”。可依据作业内容采用灵活多样的方式，如：面批、学生互批、学生代批、抽查批阅等。

5、在精选、精练、精讲、精评上做文章，做到减量增效，实现真正意义上的高效低耗。可大胆尝试学生点评制，开展“小”老师活动，使有效作业成为有效教学的突破点。最终全面实现教育教学跨越式发展。

6、教师要根据学生学情分梯度布置，梯度作业应讲究艺术性和人性化，使每名学生都能在完成作业的过程中体验一次成就感。本期“梯度作业”布置要体现在教案本上。这是检查有效作业的一项硬指标。

五、建立健全考评制度：

1、本期学校每周抽查一次有效教案和作业，发现问题，及时指导纠正；对好做法好点子及时交流推广。

2、每月对有效教案和作业，作业批改记录本、纠错本进行一次全面检查，并纳入教师的绩效考评档案，对优秀教案本、批改记录本在全体教师中展览、优秀作业本、纠错本在全体学生中展览。

4、就有效作业安排一次专项测试，评出班级前三名，对优秀师生予以重奖。

家庭作业管理心得体会 〈十三〉