An Action Research On Designing English Unit Homework For Senior High School Based On Bloom’s Taxonomy Of Educational Objectives

Homework constitutes an essential component of pedagogical activities,reinforcing classroom teaching and promoting students’ development by creating opportunities for independent learning.However,in current English teaching practice,teachers often treat homework casually,overly relying on exercise books and lacking independent design consciousness.This leads to negative effects such as ineffective homework and heavy homework burden,causing students to lose interest in learning.The two-way breakdown table was originally widely used as a tool for exam design and result analysis.Research has shown that that improving this assessment tool based on Bloom’s Taxonomy of Educational Objectives can be used to build a framework for guidance and standardize homework design,but there is still no corresponding empirical research.In this study,in conjunction with the Unit-based Teaching requirements proposed by the National English Curriculum Standards for Senior High School,the author conducted action research on high school English teaching context and aimed to address the following research questions: 1)What are the difficulties in applying the homework design framework in high school English teaching context? 2)What should be revised in the original homework design framework according to these difficulties? 3)How feasible is the application of the revised homework design framework?After two rounds of action research,the author adapted and optimized the homework design framework.By reviewing Bloom’s Taxonomy of Educational Objectives,the confirmation method of cognitive objectives has been adjusted.Furthermore,in combination with the requirements of actual teaching situations and the Curriculum Standards,the comprehensive assessment factors of the framework have been redefined.The homework attitude perception questionnaire indicated that students had various degrees of improvement in four dimensions,including the importance and quality of homework,their interest in homework,and homework purpose.Student interviews during the summary phase indicated overall satisfaction with the homework for both units and expressed a deeper understanding of the themes of both units.The analysis of proficiency tests showed that the overall performance of the class had improved at the grade level.Based on teacher and student interviews during the action process,the author suggests that English teachers should strengthen their awareness of developing and utilizing textbook discourse while doing unitbased homework design and recommends that teachers closely follow Bloom’s Taxonomy of Educational Objectives,conduct an in-depth analysis of homework objectives and difficulty.In addition,teachers should adopt a diversified way of homework evaluation and continuously adjust teaching through reflective practice to continuously improve homework design capability.