A Study On The Application Of Stratified English Homework In Junior High School Under The "Double Reduction" Policy

With the implementation of the “double reduction” policy,all regions in China have strengthened the management of homework at the compulsory education level.The “double reduction” policy has put forward higher requirements for improving the quality of homework and reducing the burden of homework,so the design of quality homework is critical.In order to further explore more effective ways to assign English homework,this study explores the stratified English homework design in junior high school based on the Compulsory Education English Curriculum Standard 2022 Edition.Firstly,the background and significance of the study are explained,the current situation of domestic and foreign research is summarized,and relevant concepts are used as reference,followed by an analysis of the theoretical basis of this thesis,including the Theory of Proximal Development Zone and Bloom’s Taxonomy of Educational Objectives.In the experimental process,the literature,questionnaire,survey,and interview methods are used to study the stratified English assignments in junior high school.This thesis explores the following two questions:(1)Under the “double reduction”policy,how does implementing English-stratified homework impact junior high school students’ English performance?(2)Under the “double reduction” policy,what is the impact of implementing English-stratified homework on students’ attitudes toward English homework?In this study,two parallel classes of junior high school H in Guiyang City were selected as the experimental class(EC)and the control class(CC)for this study.The students in the experimental class(EC)were divided into three levels,A,B,and C,based on their English performance,interest in learning English,and attitude toward learning English.The experimental class was assigned stratified homework,while the control class was assigned traditional homework.Before the experiment began,questionnaires were distributed to students in both classes to investigate the current status of English homework assignments in the junior school,and pre-test were administered to students in both classes to ensure that the English levels of students in both classes were comparable.At the end of the experiment,post-test were administered to both classes,questionnaires were distributed to students in the experimental classes,and two,five,and three students from the experimental classes of levels A,B,and C were randomly selected as interviewees and they were interviewed respectively,and finally the collected data were analyzed qualitatively and quantitatively.The main findings of this experiment are as follows:(1)After the implementation of English-stratified assignments,there was a significant improvement in students’ English performance.(2)Implementing English-stratified assignments can positively affect both junior high school students’ attitudes toward English learning and their attitudes toward English homework.Implementing English-stratified homework in junior high school can effectively improve students’ homework completion,effectively reduce students’ academic burden,improve students’ learning ability and innovation ability to a certain extent,and help students develop good study habits.At the same time,students’ confidence in learning English is gradually improved,and their interest in learning English is also enhanced in the process of completing English-stratified assignments.In conclusion,the results of this study show that with the proper design of stratified homework,junior high school stratified English homework can improve students’ English performance and learning motivation,which is conducive to achieving the educational goal of reducing the burden and increasing efficiency.It is expected that the results of this study will help teachers to assign homework tasks reasonably and improve English teaching literacy.