A Survey On The Status Quo Of English Homework In Junior High School Under The Policy Of “Double Reduction”

In English teaching activities,homework is an indispensable part,and its role is beyond doubt.However,many schools have deviated from the original attitude towards homework.Too much homework and extracurricular training have brought great pressure to students.To solve this problem,the policy of “double reduction” has been introduced to ensure the teaching quality,reduce the students’ homework burden and promote their all-round development.In addition,Compulsory Education English Curriculum Standard 2022 also put forward new requirements for English homework,requiring teachers to pay attention to the individual differences of students,give full play to the subjective initiative of students at all levels,and promote the development of students.In this research,all students in Grade 8 and 5 teachers teaching eighth-grade English of a junior high school in Shanxi Province were selected as the main research participants,and relevant investigations were conducted through questionnaire and interview,aiming to investigate the status quo of students’ English homework from the perspective of the quantity,quality and form of English homework assignment and teachers’ cognition of students’ English homework under the “double reduction” policy.Then SPSS26.0 is used to conduct scientific analysis of the survey data and draw relevant conclusions.This paper mainly focuses on the following three research questions: 1.What is the status quo of the quantity,quality and form of junior high school students’ English homework under the “double reduction” policy? 2.What is teachers’ cognition of junior high school students’ English homework under the “double reduction” policy? 3.What are the influencing factors of the problems in English homework under the “double reduction” policy?Through the analysis of the questionnaire for students and the interview for teachers,it can be seen that the status quo of students’ English homework under the “double reduction”policy is as follows: the quantity of students’ English homework has reached the standard of“double reduction”,but there are still big problems in the quality of students’ English homework and the form of homework is relatively simple;Then,teachers who assign homework think that part of homework content under the “double reduction” policy does not match what they have learned and the function of English homework is not fully reflected.In addition,through interviews with teachers,the author finds that the factors affecting the assignment of English homework under the “double reduction” policy are as follows:teachers’ unclear understanding of the role of English homework,the impact of exam-oriented education and teachers’ lack of attention to the “double reduction” policy.Finally,in view of the problems in students’ English homework under the “double reduction” policy,the author gives the following suggestions: assigning diversified homework of stimulating students’ interest in learning;taking students as the main subject and assigning stratified homework;being guided by curriculum standards and assigning standardized homework;taking literacy as the core and assigning educative homework.