A Study Of English Practical Homework Design In Junior High School Under The Background Of The "Double-reduction"

At present,due to some social factors and deep-rooted traditional concepts,there is still a market for exam-oriented education,which leads to a single form of homework,boring content,and the marginalization of practical homework that students are interested in.With the introduction of the “Double Reduction” policy,primary and secondary school homework has become a hot topic in the current basic education reform.This thesis aims to analyze the current situation of homework design,explain the principles of homework design improvement,and put forward the optimization methods of practical homework design,so as to provide reference suggestions for teachers to give full play to the functions and roles of homework,and effectively implement the requirements of burden reduction,quality improvement and efficiency increase.On the basis of literature research,Dewey’s “learning by doing” theory and Gardner’s multiple intelligence theory are established as the theoretical basis,and three research questions are proposed:(1)What is the current status of English homework assignment in junior high school?(2)How do teachers design practical homework based on teaching materials?(3)How effective are practical homework in cultivating students’ practical ability? In order to solve these three problems,firstly,through questionnaire survey,we understand the current status and problems of English practical homework design in junior high school,and further refine the problems through interviews,and find that teachers lack innovation in the design of practical homework content,teachers lack evaluation of practical homework,and teachers are not clear about the purpose of practical homework.After analyzing the causes of the problems in practical homework design,based on the preliminary investigation and research,the author proposes five principles of designing practical homework: situational principle,humanism principle,developmental principle,cooperative principle and innovative principle.The situational principle requires that the practical homework should be designed in line with students’ real-life situations.because the isolated and decontextualized homework will make students lose the joy of learning English.So the content of the homework should be based on students’ real life.The humanism principle requires teachers not only to pay attention to the acquisition of students’ objective knowledge,the proficiency of skills and strategies,but also to the survival wisdom of students,such as interests,feelings,experiences,attitudes,etc,reflecting students’ initiative,and laying a good mental quality for students’ future learning and life.Following the developmental principle can help students form a self-regulating learning mechanism,enhance their primary responsibility,enable students to develop good learning habits,develop their independent learning ability,and contribute to students’ lifelong development.The cooperative principle requires students to learn to cooperate with others,play different strengths in teamwork,and work together to complete tasks.When designing homework,teachers adhere to the principle of innovation is conducive to cultivating students’ innovative ability.Based on the preliminary research and the author’s teaching practice experience in the field,four types of junior high school English practical homework were designed: hands-on production practical homework,survey and collection practical homework,language expression practical homework,and cultural feeling practical homework.It is hoped that these English practical homework can be used as a reference for front-line junior high school English teachers and implemented in actual teaching,so as to ultimately achieve the purpose of reducing burden and increasing efficiency.