A Study On The Design Of Graded English Homework In Junior High School Based On Key Competencies

Homework is an important part of English teaching and learning in junior high schools,an extension and complement to classroom teaching,and a tool to help students consolidate their knowledge and help teachers get feedback.However,studies on the current situation of English homework in junior high schools show that in most junior high schools,English homework is still set in a one-size-fits-all manner,which ignores the differences and personalized development of students,and also hinders the cultivation of comprehensive quality and all-round development of students.In order to solve the problems existing in the current junior high school English homework,to improve the quality of English homework,to play a role in the after-class extension and supplementary of homework,the design of homework content pays attention to language ability,taking into account the cultivation of cultural awareness,thinking quality and learning ability.The design of homework form highlights graded English homework,to explore the principles and basis of graded homework,including the design of student grading,homework grading,and graded homework evaluation,so as to emphasize individual differences among students and improve students’ comprehensive and healthy development,the specific research questions are as follows:1.What is the current situation of English homework in junior high school?2.How to design the graded English homework in junior high schools based on key competencies of English subject?3.What is the implementation effect of graded English homework design?Students of Class 15 in Grade 9 of a senior high school in Tianshui City are taken as the research subjects,and a semester of action research has been completed.Firstly,through a questionnaire survey of students in Grade 9 in this school,combined with interviews with the teachers,it is found that the following problems exist in the current English homework in junior high schools: the difficulty level of homework does not match students’ learning ability;the content and type of homework are undifferentiated;students ’ attitude towards homework is inactive;the homework evaluation method is stereotypical.Secondly,in order to deal with the above problems,an action research plan of English graded homework in junior high school is made based on key competencies of the English subject and the Curriculum Standard for Compulsory Education(2011edition).Under the guidance of the theory of Teaching Students According to Their Aptitude,the theory of Zone of Proximal Development,the theory of Multiple Intelligences,by following the principles of gradation,interestingness,subjectivity,and development,students are implicitly graded according to their learning levels and learning attitudes,based on key competencies in English subject,the graded English homework design in junior high school is implemented,with consolidation homework,improvement homework,and challenging homework for students of different levels.Students are allowed to choose their homework according to their abilities and interests under the teachers’ guidance,and they are evaluated at different levels after completing the homework.Finally,after two rounds of action research,the following conclusions are drawn from the interviews with students,the analysis and comparison of the three exam results in one semester,and the classroom observations of students: the implementation of English graded homework based on key competencies can improve students’ English academic proficiency,reduce the phenomenon of homework plagiarism,and increase students’ interest in learning English,to bring into full play the students ’ subjective initiative and improve their independent learning ability.