An Action Research On The Design Of English Homework Under The Concept Of Unit Integral Teaching In Senior High School

In the context of the new curriculum reform,unit-integrated teaching as a hot topic in education has been a topic of concern and study for a growing number of individuals.And,more and more front-line English teachers are also actively trying and practicing the unit integrated teaching,and designing English homework according to the unit integrated teaching goal.Within the concept of unit-embedded instruction,however,teachers neglect to pay attention to students’ self-directed learning ability and reflective quality when designing homework assignments.At the same time,when designing homework,teachers often encounter difficulties in grasping the overall requirements of the subject curriculum from a macro perspective,and there is a problem that they can only grasp a certain class hour from a micro perspective.In this case,strengthening the research on the overall unit homework design and innovating the operation methods is an important link to promote teachers’ overall grasp of the curriculum in the teaching process,and to promote the overall unit teaching and improve the quality of education and teaching.The process of designing English homework in senior high school based on the concept of whole unit teaching is mainly as follows: firstly,determine the goal of large unit according to the English curriculum standard,English teaching materials and learning situation,then determine the class hours of this unit,and then design the large unit homework.The design of large unit homework is mainly implemented in the form of "layered homework",which all students must complete and some students choose to do,that is to say,according to students’ different abilities,different levels of homework are designed according to their current level,which can stimulate students’ autonomous learning ability.At the same time,the evaluation angle of large unit homework is innovated,which can stimulate students’ interest in English learning,inspire students’ English thinking,promote students to strengthen their application of English,pursue quality hierarchical homework as the goal,improve students’ thinking ability in many aspects,and subsequently promote improvements in students’ quality of thinking.This study is mainly based on the overall teaching concept of senior high school English units,and explores the design of senior high school English homework under large units in the teaching process.It aims to answer the following questions:(1)How to design senior high school English homework based on the concept of unit integrated teaching?(2)How does the design of English homework in senior high school based on unit teaching affect students’ ability to learn independently?(3)How does the design of English homework in senior high school based on unit teaching affect students’ thinking quality?Using the reflective quality assessment scale,questionnaire survey,and interview,this paper conducts action research over a four-month period.According to the collection and analysis of the data before and after the action research,we can draw the following conclusions: firstly,it is feasible to design senior high school English homework in hierarchical form under the whole unit teaching concept;secondly,the hierarchical design of English homework under large units can promote students’ autonomous learning ability;finally,updating the evaluation angle of English homework under large units is helpful to improve students’ thinking quality and cultivate students’ ability.Through this action research,the author gains the following enlightenment to the current English homework design: make full use of and tap the high-quality resources of the new high school English textbooks;Senior high school students should continue to strengthen the practice of hierarchical homework,fully tap students’ potential level through the design of hierarchical homework,and enhance students’ autonomous learning ability;Finally,the design of homework should pay attention to the cultivation of students’ thinking quality through evaluation and other aspects.