Research On The Improvement Of Junior Middle School Chinese Unit Homework Design Based On Teacher Expectation

Currently,Chinese language teaching in middle schools is faced with the challenge of tight class hours and heavy teaching tasks.Following the implementation of the “ease the burden of excessive homework and off-campus tutoring for students undergoing compulsory education” policy,schools have been devoted to optimizing the design of Chinese homework.There has been a growing interest in researching unit assignments recently.However,the design of unit assignments for Chinese language courses in middle schools is a less studied area.Chinese unit homework is a type of homework that is based on the development of students’ Chinese core literacy,and is designed as a natural unit or a specific thematic unit based on the textbook.It is a comprehensive and integrated form of homework.The unit assignment is highly beneficial for enhancing the quality of teaching as it is more integrated,systematic,and comprehensive compared to traditional scattered homework.To improve the quality of unit assignment design,it is necessary to accurately understand the existing problems in Chinese unit assignment design and have scientific theories and effective methods to guide the design process.The purpose of this study is to improve the quality and effectiveness of unit assignment designs.The core question being studied is “What are the improvement strategies for unit assignment design in Chinese language courses for middle school based on teacher expectations?” Through research methods such as literature research,text analysis,and interviews,the study explores the meaning of unit assignment designs for middle school Chinese language classes;develops text analysis tools for evaluating unit assignment designs;examines the current status and issues in the design.The research found that there are some realistic situations in the unit assignment design of junior middle school Chinese,such as the lack of systematic objectives,the lack of concise expression of objectives,the guidance of assignment varies greatly,the unclear homework cycle,the lack of selectivity of assignment design,the different framework of assignment design,and the unit assignment design reflecting the differentiation of teachers’ awareness of assignment evaluation.Middle school Chinese teachers ’ expectations for future unit work mainly include functional expectations,content expectations,operational expectations,benefit expectations and cultural expectations.In terms of functional expectation,it emphasizes the pertinence of adapting to the unit theme and individual characteristics and the extensibility of developing the core quality of Chinese.In terms of content expectation,it emphasizes the integration and interdisciplinary design of unit operation design.In terms of operation expectation,they wish for efficient assistance and innovation space.Among them,“efficient assistance” specifically includes “Looking forward to operational suggestions and referable cases,looking forward to personalized homework design strategies,looking forward to the scientific basis for evaluating the difficulty of Chinese homework,looking forward to the intelligent unit job design system.” In terms of benefit expectation,it is hoped that the future junior high school Chinese unit homework design can effectively improve academic performance and core quality.In terms of cultural expectation,they hope that the future Chinese unit homework design can reflect the characteristics of the school and the class.Combining the present situation of junior middle school Chinese unit assignment design with the expectations of teachers,this research establishes an improvement path for Chinese unit assignment design in junior middle school based on “competence orientation + teachers’ expectations”.