Research On The Design Of Chinese Homework In Junior High School Under The Background Of "Double Reduction"

Homework is a very important part of teaching activities,which plays a role in extending and expanding classroom content.However,for a long time,the mechanical single,complex and heavy homework has been pressed on the shoulders of students,which has become a major problem in Chinese education.In July 2021,the " Opinions on Further Reducing the Burden of Students ’ Homework and Off-campus Training in Compulsory Education "(hereinafter referred to as the " Double Reduction " policy)issued by the General Office of the CPC Central Committee and the General Office of the State Council put forward a series of management methods for homework design.The Party group of the Ministry of Education is called ’ Project No.1 ’.The formulation and improvement of the policy is often not one-step,and the policy implementation itself is cyclical.The "double reduction" policy can only form a relatively complete and coordinated policy system only by constantly running in with the reality during the implementation of a certain cycle.The policy has been officially implemented for more than one year.However,whether there are deficiencies in the policy itself,what difficulties will be encountered in the process of policy implementation,and how to build a good educational ecology under the guidance of " double reduction." Related research is particularly urgent.Based on this thinking,this article focuses on the design of middle school Chinese homework,tracing back to the source-discussing the historical value of the "double reduction" policy from a theoretical level,and consolidating the theoretical foundation;Point out the pain points-analyze the impact of the "double reduction" policy on the design of junior high school Chinese homework from the survey results,and grasp the root causes of the problem;Return to Practice-Implement the "double reduction" policy from multiple aspects such as homework goals,homework applications,and homework evaluations,and explore Chinese homework design strategies.Based on the above logic,this research is divided into three chapters to make a systematic discussion on the junior high school Chinese homework design under the "double subtraction".Chapter 1 reviews a series of policies proposed in homework management in China,returning to the content of the policy text,focusing on comparing the similarities and differences between "double reduction" and other homework management policies,and extracting the most important content.Chapter 2 takes Chinese language teachers and students from a high school in Chengdu as the research objects,conducts research on the current status of middle school Chinese homework design through questionnaire surveys and structured interviews,summarizes the homework problems that arise under the background of "double reduction",and conducts attribution analysis of the problems.Chapter 3,starting from the requirements of the "double reduction" policy on junior high school Chinese homework,facing the problems directly,providing teachers with innovative homework design measures and examples that can be used for reference.We need to further optimize the design plan of junior high school Chinese homework,establish a connection between theory and teaching through continuous research and practice,and make Chinese homework truly live up.