A Survey Of Current Situation Of Junior High School English Homework Under The “Double Reduction” Policy

On July 24,2021,the General Office of the Central Committee of the Communist Party of China and the General Office of the State Council issued Opinions on Further Reducing the Burden of Students’ Homework and Off-campus Training in Compulsory Education,namely,the “double reduction” policy.As an indispensable subject in compulsory education,lowering the burden of English homework and enhancing the English homework design is one of the crucial points of the implementation of the policy.In the period of the policy implementation,many scholars have carried out active theoretical discussions on the implementation of the policy,but there is a lack of actual investigation.On the basis of the existing research,this study investigates the status quo of English in junior high school under the “double reduction ” policy.The study adds to existing theoretical research on English homework and sheds some light on how to teach English in the classroom.This paper primarily takes the humanistic theory and the theory of the zone of proximal development as the basis,using a quantitative research mainly and assisted to a qualitative research,taking 122 students and the only two English teachers of eighth grade in a junior high school in Hohhot as the research objects,using questionnaires,interview and the record of English homework as research instruments to conduct an in-depth and comprehensive study on the English homework.It mainly answers the following three research questions: 1.What is the current situation of junior high school English homework under the “double reduction” policy? 2.What causes the problems? The data collected was analyzed by SPSS 27.0.The results show the “double reduction” has reach some results in junior high school English homework: 1.The “double reduction” policy has restricting the amount of junior high school English homework.And most students can complete most of English homework at school.2.There is still some repetitive work in junior high school English homework,but not punitive.3.There is no case for parents to correct homework.While there still some existing problems are: 1.Teachers and students lacking accurate comprehension of English homework in junior high school.2.Homework design is too monotonous and individual differences are ignored.3.English homework pays too much attention to exams and overlooks cultivating students’ comprehensive ability.4.English teachers cannot correct homework in time and do not play the role of comments.And the reason explored that: 1.Teachers lack a deep understanding of the “double reduction” policy;2.Teachers lack professional training in homework design;3.Teachers are obsessed with doing exercise;4.The examination content focuses on knowledge points and lacks the examination of students’ comprehensive ability;6.The school system focuses too much on the graduation rate and ignores the homework design;7.Students think little of English homework and complete homework perfunctorily.Based on the above results,the author puts forward some suggestions on the English homework design in junior high schools: 1.Establish a scientific view of English homework;2.Assign stratified junior high school English homework;3.Assign practical English homework and improve students’ interests;4.Correct English homework timely and enrich the feedback.Then this study points out some limitations of this study,and puts forward some suggestions for future research.