A Study On The Practice Of English Stratified Homework In Junior Middle Schools Under The "double Reduction" Polic

Homework,as a special task designed by teachers to achieve teaching objectives and test teaching quality,has always led to the problem of excessive academic burden of students because of its too simple form and too much quantity,and it has not been solved yet in a real sense.Hence,under the background of the current “double reduction” policy,the overall planning for English homework of middle school has become an urgent problem to be solved.Although both experts and front-line English teachers have been seeking to optimize the homework design scheme,in any case,only under the premise of ensuring the quality of teaching can the homework design scheme really be applied to teaching practice.At present,most schools in China adopt the class teaching system,with about 45 or even more students in each class,which makes it very difficult for teachers to complete homework correction and information feedback.Therefore,it is a daunting thought to change the current situation of homework,and many a font-line teacher has weakened before such a challenge.As a result,most English teachers design the same set of homework for students in the same class or grade,adopt a unified arrangement,and adopt the same standards for students at different levels.This "one-size-fits-all" approach leads to the phenomenon that top students "don’t have enough to eat" and poor students "can’t eat".What’s more,some students lose interest in English subject because of homework pressure or aversion,so that they don’t do their homework or do their homework randomly.In such case,how to optimize the design and layout of English homework is particularly important,but also facing huge challenges.In order to scientifically optimize the homework design scheme in conformity with the requirement of “double reduction” policy,we study the experience of others’ homework design,conduct questionnaire surveys among 200 students and interview 5teachers and students respectively on the current situation of English homework.In addition to 2 teachers,all the questionnaire objects and interviewees are from the same middle school in Wanzhou District of Chongqing municipality.Based on the current situation of middle school homework that we learned from the analyses of results of questionnaire survey and interviewing,we work out an experiment program.Firstly,we select Class A as the experimental class and Class B as the control class;and students in the experimental class are divided into A,B and C three levels according to their different English foundation.Secondly,considering students’ self-esteems,emotions and other psychological factors,we offer soft assignments of a,b,c three levels of difficulty and of different forms for students to choose independently according to their own interest,foundation and ability.At the same time,the combination of explicit stratification and invisible stratification is adopted to fully respect students’ willingness to choose independently,and to a large extent ease students’ resistance to homework.Through hierarchical assignments,students can choose the assignments they are interested in and willing to complete according to their own knowledge,which not only increases the pertinity and effectiveness of the assignments,but also helps some students adjust their attitude towards English learning.During the three-month teaching experiment period,we continue to optimize the hierarchical design of English homework;at the end of this study,we conduct a teaching test for the two classes and make a comparative analysis of the results of each class.The results of the experimental class show that stratified homework design not only effectively improves students’ interest in English homework,but also improves students’ performance to some extent,especially for those students of level A and level C.The practical results show that stratified homework design not only effectively enhances students’ interest in English homework,but also improves students’ performance to some extent,especially for students at A-level and C-level.This study proves that reducing students’ academic burden through hierarchical design and assignment of English homework will not reduce the teaching quality,but rather improve the quality,which well meets the requirements of the "double reduction" policy.In addition,the diversified hierarchical homework schemes designed in this practice provide certain theoretical support and reference value for junior high school English homework design.