An Action Research On English Stratified Homework Design In Senior High School Under "Double Reduction" Policy

In accordance with the decision of the Party Central Committee and the State Council,the work of reducing the burden of homework and out-of-school training for students in compulsory education(hereinafter referred to “double reduction”)has been carried out in China.These problems not only occur in the compulsory education stage,but also emerge in the high school stage,especially for the freshmen in high school,the homework burden is still heavy,and in the meantime the homework management is not strengthened,resulting in most students’ failure in adapting to the new learning atmosphere and establishing corresponding pressure resistance.Moreover,in terms of off-campus subject training governance,it is clearly pointed out in the original text of the “double reduction” policy that the management of subject training institutions for ordinary high school students should be implemented with reference to the relevant provisions pointing to the compulsory education stage.It can be seen that although the“double reduction” policy does not have clear requirements for the senior high school,it will undoubtedly have a profound impact on the teaching practice of the senior high school.Based on Bloom’s goal-stratification theory,the stratified homework model is used to design and assign after-class homework based on students’ grades,learning interests and individual differences.The application of this model not only respect the students’ learning efficiency,enabling the students to show good performance in their homework.On this basis,the author adopts the action research and tries to apply stratified homework in high school freshmen teaching to maximize their learning motivation and improve their overall English proficiency.With questionnaires,interviews,and tests as research instruments,the study takes 50 high school students in Datong as the research subjects,focusing on the following three questions:(1)How to design English stratified homework efficiently in high school English teaching?(2)What is the impact of English stratified homework on high school students’ attitudes towards English homework?(3)What is the impact of English stratified homework on high school students’ English performance?The whole study lasted for three months,and the first round of action research lasted for two months.Firstly,a questionnaire was used to investigate the current situation of English homework assignment and students’ attitudes towards homework.The second round of action research took one month.Based on the first round of action research,the author reflected on the teaching,and adjusted the model in the second round based on students’ feedback and data analysis.The author used SPSS software to analyze the data obtained from the questionnaires,interviews,and tests in the two rounds of action research.After two rounds of action research,it is found that the English stratified homework teaching mode can be summarized into three parts: pre-class,while-class and after-class.Before class,the teacher stratifies students,carries out target stratification according to the course objectives and teaching objectives,and finally completes homework stratification.During class,teachers complete the homework revision,task in class,and finally assign homework after class.Teachers should correct and evaluate students’ homework after class.After applying stratified homework,students realized the importance of homework,and their participation in English homework has also been improved greatly.After using this mode,students’ English competence have been greatly improved.Students at different levels all have improved to varying degrees.In the course of two rounds of action research,the author draws the following teaching enlightenment: firstly,homework stratification is based on students’ stratification,which should not only consider the students’ learning performance,but also students’ learning interest,learning ability and learning attitude;secondly,students will have a negative emotion when teachers directly divide students into A,B and C levels and ask them to choose the gradient of homework.Teachers can make adjustment by taking invisible stratification;thirdly,homework design should be people-oriented and student-centered,it should be designed based on students’ individual characteristics and needs for development,which is conducive to stimulating students’ motivation and participation in learning;finally,the difficulty of homework setting should be appropriate,and suitable homework should be designed for students at different levels which means the homework should be designed within the students’ “Zone of Proximal Development”.