| As a supplement and continuation of classroom teaching,homework plays a very important role in consolidating classroom teaching and testing learning effect.Its design and effect evaluation are concerned by educational researchers.At present,there are some problems of English homework that cannot be ignored in junior middle school.For example,teachers usually consider the average level of students in the class to design English homework.The number and difficulty of homework do not take into account the differences of students.Some students cannot complete the homework according to quality and quantity,which greatly reduces the effectiveness of English learning.Some studies have shown that,based on the learning characteristics of students and the recent development area of the differentiated homework,to a certain extent,can make up for the shortcomings of unified homework.Hence to explore the effective way of homework design,differentiated English homework of junior middle school was conducted in this thesis.In order to explore the influence of differentiated homework on the comprehensive English ability of junior high school students,this study took 90 students from two parallel classes of grade 8 in a middle school in Z city as the experimental subjects,divided 45 students in the experimental class into three levels and assigned corresponding three levels of English homework,and conducted a two-month implicit differentiated homework experiment.After the end of the experiment,through the analysis of the results of the pre-test and post-test of the experimental class and the control class,the influence of differentiated homework on the comprehensive English ability of junior middle school students was explored.Through the analysis of questionnaire and interview results,this paper explores the attitude of students towards differentiated homework.The specific research questions are as follows:(1)whether the differentiated English homework has an impact on the comprehensive English ability of junior high school students,and if so,in what aspects;(2)what is the attitude of junior high school students towards differentiated English homework?After the above two questions,the following conclusions are drawn: first,the differentiated homework helps to improve the students’ comprehensive English ability,which is embodied in listening ability,reading ability and writing ability.Low and medium-level students made the most progress overall.Meanwhile,in terms of listening ability,the improvement of middle and low-level students is greater than that of high-level students.In terms of reading ability,the improvement of middle and high-level students is greater than that of low-level students.In terms of writing ability,high level students made more progress than those at the other two levels.And in the same time,listening ability and reading ability to improve the largest extent,writing ability to improve the extent of the smaller.Second,junior high school students have a positive attitude towards English differentiated homework.differentiated homework design improves the homework and students’ English level matching degree and optimum just degree,changed the students attitude towards work and views,improve the students’ sense of accomplishment and self-confidence,arouse the students’ enthusiasm of learning English,improve the students’ interest in English learning,and promote the students’ English level,to form a positive cycle effectively.Based on the perspective of theory and practice,this study explores the design and implementation methods of differentiated English homework,points out the positive influence of differentiated English homework on junior middle school English learning,and provides some references for the differentiated teaching and design of English homework. |
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