An Action Research On Effects Of Project-based Homework On Autonomous Learning Ability Of High School Students

The double-reduction policy and the new curriculum standard put forward new requirements for teaching in post-epidemic era,that is,to improve the comprehensive level of students,cultivate their core qualities,and realize the fundamental task of fostering virtue through education,which requires teachers to transform the way of learning,thus developing students’ ability of lifelong learning and autonomous learning.As a transitional stage from receptive learning to active learning,the period of high school is suitable for cultivating the ability of autonomous learning.However,as one of the most important learning measures,homework at present still lacks innovation,attraction,diversity,development,aim and other key factors contributing to students’ development.Therefore,project-based homework is introduced,which is an after-school homework based on project-based learning,turning learning from teacher-oriented to student-oriented.It emphasizes solving practical problems through exploration and cooperation,which is conducive to promoting students’ learning knowledge,exercising thinking and developing ability.English homework should not be for the sole purpose of getting good grades,but more emphasis should be placed on students’ comprehensive ability,especially the improvement of autonomous learning ability.However,since there are few action researches on the implementation of project-based homework in senior high school,its effectiveness,depth,and practicality still need to be further verified.This study introduces project-based homework into classroom,exploring the impact of project-based homework on high school students’ autonomous learning ability to confirm its effectiveness.This study raises the following research questions:(1)How does project-based homework influence high school students’ autonomous learning responsibilities and awareness?(2)How does project-based homework influence high school students’ autonomous monitoring,reflection and evaluation?(3)How does project-based homework influence high school students’ autonomous learning planning and behavior?In this study,students in a high school in Wuhan,Hubei Province were selected as the participants of the experiment.The students in experimental class are given project-based homework as well as the traditional homework,while those in the control class are assigned traditional homework only.This study adopts the action research method,mainly using research tools such as questionnaires and interviews to collect research data.The research results show that:(1)Project-based homework has no significant impact on high school students’ autonomous learning responsibility and awareness.This is because high school students’ ideological development is basically mature.They have a certain awareness of autonomous learning and know that they are responsible for their own learning,but high school students also have the idea of “teacher authority”.(2)Project-based homework has a significantly positive impact on high school students’ English monitoring and evaluation.Project-based homework can motivate students to check their own learning strengths and weaknesses,evaluate and reflect on the existing problems in their own behaviors,adjust their learning strategies,and complete learning tasks according to learning objectives.(3)Project-based homework has significantly positive effects on high school students’ autonomous learning plan and behavior.Project-based homework can help high school students make clear goals,make targeted plans,improve their learning behaviors such as listening,speaking,reading,writing and viewing.In summary,this study finds that project-based homework has positive effects as well as some limitations on the cultivation of autonomous learning ability,which is of great significance in English teaching and learning.