A Survey On The Current Situation Of English Homework In Senior High School From The Perspective Of Core Competencies

As a task that occupies a lot of students’ after-school time,senior high school English homework plays an important role in improving students’ learning quality,improving teaching effectiveness,and cultivating students’ subject competencies.At present,most English homework research mainly focuses on primary and junior high schools,and there are few studies on senior high school English homework from the perspective of core competencies development.At present,classroom teaching is based on competencies,but the process of homework reform in classroom teaching lags far behind other aspects of classroom teaching reform,so this thesis is committed to investigating the situation of senior high school English homework from the perspective of core competencies,aiming to discover the main problems of homework,explore the reasons behind it and put forward practical suggestions,which is of great research significance.In this study,a combination of questionnaire and interview method is used to study the sophomore students and teachers of S Middle School,a provincial model high school in S County,Huaibei City.What’s more,questionnaire stars is used to distribute and collect questionnaire data,and organized questionnaire data with the help of Microsoft Excel 2010 and SPSS24.0 is to explore the following three research questions:(1)What is the current situation of high school English homework from the perspective of core competencies?(2)What are the main problems of high school English homework from the perspective of core competencies?(3)What are the countermeasures for teachers to solve the problems of high school English homework from the perspective of core competencies?The results show that the current amount and difficulty of homework are relatively appropriate,but the completion degree of students’ homework is not ideal,mainly due to students’ poor learning habits.The homework content of each student is the same,and students’ demand for practical and extended homework content increases;although students still like to review and consolidate homework the most,they also show a tendency to desire more extended and integrated practical homework.Teachers and students said that the current English homework can cultivate students’ core competencies to a certain extent,but the competencies cultivation in different dimensions is different,and students’ cognition of homework functions is relatively single.Teachers are the main body of homework evaluation and feedback,and although teachers consciously play the main role of students in homework,the effect is weak;Teachers rarely design their own homework due to their own level of homework design,limited time and energy,etc.After analyzing the questionnaire and interview data,it was found that there were the following problems: students’ poor learning habits and other problems were more prominent,homework upgrades under the guidance of competencies,and the requirements for students increased,and students often could not take effective measures to tackle these changes;There are large differences in the cognition of homework functions between teachers and students,teachers emphasize competencies cultivating,and students emphasize the development language ability.Teachers’ homework design lacks hierarchy,diversity and interest;the form and type of students’ homework are single,and the application of modern information technology in homework is rare;Students’ homework evaluation subjects are single,and there are few targeted evaluations and follow-up evaluations.In view of the above problems,this thesis puts forward the following suggestions for English teachers: in terms of homework completion,students should be helped to improve self-control and cultivate good study habits;In terms of operational functions,it is necessary to reduce the influence of test-taking concepts and establish the concept of competencies;In terms of homework design,homework can be layered and the homework content can be updated so that the homework can meet the needs of students’ individual development;In terms of homework types,the network can be used to optimize the form and type of homework;In terms of homework evaluation and feedback,multiple evaluations and targeted evaluations should be combined,and students’ homework should be regularly tracked and evaluated,so as to realize the subjectivity,authenticity and diversity of students’ homework evaluation,and finally objectively and actively give homework evaluation,and attach importance to the role of evaluation in promoting learning.