The Study On Current Situation Of English Homework Design In Junior Middle School And Its Countermeasures

Under the push of the Eighth Curriculum Reform, great changes have taken place in the curriculum and teaching fields. As the essential part of classroom teaching, homework, however, does not get due attention and few changes are witnessed. In view of the present situation, targeting junior middle schools, this thesis focuses on a comprehensive and systematic analysis from five dimensions of English homework design, including the purpose of homework, the amount of homework, the content of homework, the form of homework and the difficulty of homework. It is aimed at arousing English teachers, students, parents, schools and other related personnel and department’s concerns about the homework as well as providing some guidance for English teachers to improve the designing quality and arousing students’ interest in doing English homework. Thus, it is expected to improve teaching and learning effects.This thesis is based on a large amount of literature research on homework at home and abroad. Its theoretical basis focuses on multiple intelligence theory and constructivism theory. And the research methods are questionnaire and interview. The author selects 400 students and 52 English teachers from 5 junior middle schools in Haikou as the investigation objects, aiming to have a comprehensive and in depth description of the current status of English homework design from the above five dimensions. Results from the survey shows that the present situation of homework design is not optimistic. Firstly, “knowledge review and consolidation” occupies the primary purpose of English homework design, presenting "instrumental" traits. Secondly, the amount of homework is moderate, but the English teachers expect to assign more work. Thirdly, with a narrow range of materials, English homework focuses too much on book knowledge. Fourthly, dominated by written form, English homework lacks variety both in content and form, which makes it boring. Lastly, current English homework lacks layering and the situation of "one size fits all" is becoming worse. Then, based on data analysis and teachers’ interviews, the author analyzes the cause of the issue of English homework design from the following aspects: views on homework, homework resources, homework systems and policies, and the examination and evaluation system. Furthermore, the author puts forward countermeasures which are mainly from teachers’ perspective to alter the present situation of English homework design in junior middle schools. Equal attention should be paid both to the instrumental and humanistic purpose rather than to the instrumental purpose only. The amount of English homework should be kept in "dynamic" intervals, not in "fixed quantity". The content should be "close to life" rather than "knowledge oriented". English homework should be in diversified forms not in singular form. It should be shifted from "one size fits all" to "layering".This thesis has certain practical significance, still, there are some disadvantages. It remains to be further tested and perfected in the teaching practice in the future.