Investigation On Current Situation And Countermeasure Of English Homework Design In Senior High School Integrating Core Competencies

With the publication of the “National Curriculum Standards for General Senior High School English(Revised in 2020 based on the 2017 version)”,English teaching has entered a new stage,with a clear focus on implementing the core literacy goals of the English subject.Due to the unique nature of English as a language subject,the development of core literacy is considered to be crucial.Thus,the design of English homework for high school students is vital in achieving the objectives of core literacy during the entire teaching process.Hence,the cultivation and development of students’ English subject core literacy are directly influenced by the quality of high school English homework design.The present research is conducted to explore the perceptions of high school English teachers and students on homework design and its implementation in teaching core literacy.Moreover,the study also aims to identify the reasons behind the current situation and provide possible solutions.This study defined the concepts of homework design and English subject core competencies by reviewing relevant literature from China and abroad and conducting a literature review.Based on this,the study analyzed the homework cases of four complete teaching units and 75 homework samples using the case analysis method and summarized the basic problems of homework design.Additionally,the study used the interview survey method to understand the design concepts,teacher-student acceptance,and related cognition of high school English homework design.The study used MAXQDA statistical software to perform qualitative analysis and interpretation of effective interview text.The study also used in-depth interviews to further understand how high school English homework design reflects and implements the objectives of subject core literacy and the influencing factors.The investigation found that the overall level of high school homework design in reflecting subject core literacy is average.Although some homework is innovative based on subject core literacy,there are still several problems.First,the training methods for language ability literacy are relatively single.Secondly,cultural awareness literacy is relatively single in homework design.Thirdly,the expression of thinking quality literacy lacks depth and logical connection.Finally,learning ability literacy has not been hierarchical,making it difficult to meet the needs of students.Most homework cases can only reflect the cultivation of one or two core competencies.High school English teachers have significant differences in implementing subject core literacy,and there are gaps and limitations in teachers’ cognition of subject core literacy and homework design implementation.Additionally,analysis of survey data found that factors such as top-level design,school homework management,and student learning situations all affect the reflection of subject core competencies to some extent.English educators and school administrators must make comprehensive modifications to enhance the implementation of core literacy in high school English homework design.Teachers are the primary responsible persons for homework design and need to be in close contact with students,understand their needs to improve their literacy,and enhance their professional development based on subject core literacy.Schools should also offer English teachers training and assistance in homework management,enhance school management and support systems,create ample design space and resources for teachers.At the same time,using multi-angle transformation of high school English homework design content can promote the practical implementation of subject core literacy.