A Survey On The Implementation Of English Extracurricular Written Layered Homework In Junior High Schools

Educators design different levels of English homework for students based on students’ distinction in English academic level and mastery of the knowledge they have learned,which is called hierarchical homework.It can meet the needs of students with different English proficiency levels and enhance their interest and confidence in learning English.The "Double Reduction" policy clearly proposes to incorporate homework design into the education system and research.It encourages the arrangement of layered,flexible and personalized homework.Through teaching practice and investigation,the author finds that after the promulgation of the "Double Reduction" policy,the form and content of junior high school students’ English written homework do not change significantly.The amount of extracurricular homework for students has decreased,but the psychological burden on students and parents has not been alleviated.It is difficult to implement layered homework.Based on the theory of "Zone of Proximal Development" and the self-efficacy theory,this study combine the research results of junior high school English homework at home and abroad with the research status of the layered design of English homework in junior high schools,then develop a student questionnaire and an outline of interviews with teachers,parents and students about the implementation of English layered homework in junior high schools.This study specifically explores the following questions: What is the current situation and convert of English written homework in junior high school English after the implementation of the "Double Reduction" policy? What are the subjective attitudes of various educational subjects towards implementing English written layered homework in junior high schools?Through analyzing questionnaire data and organizing interview results,the author finds that there have been no significant changes in English written homework in junior high school,and there are many difficulties in implementing the English written layered homework in junior high schools,as follows: Firstly,teachers and students still have misunderstandings about the concept of layered homework.Some teachers consider different amounts of homework as layered,while students consider some students in the class who are exempt from English homework as layered.Secondly,parents and students oppose the implementation of English layered homework.Parents and students believe that it discriminates against underachievers and can easily undermine their motivation to learn English.Thirdly,implementing English layered homework will increase teachers’ work pressure,and English teachers lack the time and energy to research and implement layered homework.Based on this,the author proposes relevant suggestions and countermeasures for implementing the English written layered homework in junior high schools: Firstly,we can establish a dynamical layered mechanism of English homework by combining students’ English class performance and their mastery of what they have learned in class.And test scores should not be the only criterion for classifying students.Secondly,multiple subjects should help teachers implement layered homework.Teaching and research groups,schools and other levels should carry out training and competitions on the layered design of English homework to reduce teachers’ work pressure and improve teachers’ homework design capabilities.Then,we can rely on the school’s after-school services to ensure the effect of layered homework,which can intensify home-school communication and build a good pattern of home-school collaboration will be constructed.Finally,close cooperation between junior high schools and universities should be strengthened to jointly promote the implementation of English written layered homework in junior high schools.