A Study On The Variety Of English Homework Design And Application In Junior High School Under The Guidance Of Constructivism

English homework is generally regarded as the natural extent of English classroomteaching. It is a necessary complement to classroom study by helping students to consolidatewhat they have learned. Teachers can find out some problems in students’ study from theircompletion situation so as to know in what degree the students master what they have learned,therefore teachers can correct or adjust their teaching progress or relevant strategies in time.However, recitation, words copying and exercising doing still are the main Englishhomework types which many teachers actually adopted in teaching for years. This kind ofhomework, less for the consideration of the differences of students, easily arouses thestudents’ antipathy, and the mechanical repetition leads to reverse psychology. More to thepoint, this is inconsistent with the current various classroom teaching: teachers are keen onstudy how to mobilize students’ initiative; how to design all kinds of activities; how toencourage students to open their mouths, etc, but neglect the design, assignment and feedbackof the homework, just on which teachers may acknowledge whether students understand anddigest all the things they learned or not, and then know whether their teaching methods andstrategies are appropriate and whether their activities are effective.Base on the current situation that most of the researchers focus on classroom teachingprogress but less on homework; more theoretical studies, less practical ones; more study onhomework’ types and forms, less on the effectiveness of it, the author made a summary ofpractical and effective homework types, amount, and ways of assignment and evaluationthrough referring to the related literatures. Then the author proposed a homework mode forstudents in junior high school according to the results of292questionnaires of ShijiazhuangNo.6Middle School. After that, the author made an experiment in two classes in Grade8forfour months: one class was set as the experimental class, the other as the controlled class.Before the experiment, a pre-test was conducted to evaluate their English level. During theexperiment, the author assigned the experimental class the various innovative homework,while traditional homework to the controlled class. In the end of the experiment, the authorconducted a post-test in these two classes and a questionnaire for the experimental class.Combined their daily performance with the results of posttest, the hypothesis was proved—the variety of English homework changed the students’ negative attitude to Englishhomework and inspired their learning interest and improved their ability of languageapplication, together with the upgrading of their performance.The study is an illustrative example and a complementary to the previous researches. Itcan help students build up their confidence, form positive attitudes, and stimulate the interestsof learning English, and then promote their overall development.