Survey On The Design Of English Unit Homework In Middle School

Compared with the traditional homework design models,English unit homework subtly echoes the triple demands of curriculum reform,educational policy and subject teaching.Firstly,the English Curriculum Standards emphasize that English teachers should design teaching activities and unit homework holistically according to unit themes.Secondly,different burden-reducing policies highly stress the need to incorporate homework design into the educational research system.Thirdly,some middle school English teachers still tend to design homework with fragmented knowledge and certain types of question,which means they are lacking in the unit homework design cognition.In addition,there are relatively few existing researches on unit homework design at home and abroad.Therefore,this research has both practical and theoretical significance.The implementation process of this research can be divided into the following four stages: firstly,the research framework is constructed based on the literature analysis,including teacher cognition,design practice,implementation effects and influencing factors.Then,relevant questionnaires,interview outlines and text analysis scales are compiled,questionnaires are distributed and interviewees are randomly selected among middle school English teachers,and English unit homework texts of10 classes in Shanghai are randomly selected for scoring,coding and statistics.Afterwards,the questionnaire data is analyzed through SPSS and supplemented with the interview and text analysis results.Finally,an in-depth analysis of the English unit homework design in middle school is conducted in conjunction with literature analysis,questionnaire survey,interview survey,and homework text analysis results.According to the research data,four conclusions can be drawn:(1)English teachers in middle school can generally understand the concept of unit homework design and agree on their functions in different degree;(2)English teachers in middle school can design the unit homework in a relatively standardized way,but their strategies of designing different types of unit homework are relatively insufficient;(3)English unit homework can effectively improve students’ academic performance,but is less effective in increasing students’ learning interest and reducing their academic burden;(4)school support,teaching age,teacher cognition and practice opportunities are key factors affecting the quality of unit homework design.In light of the above four conclusions,the English unit homework design can be improved through the following three methods.Firstly,English teachers in middle school can select,adapt,create and improve the unit homework items with the help of the homework question attribute table.Secondly,teachers should allocate the unit homework goals into different single homework in a balanced way before they formally design the English homework.Thirdly,the communication between the teachers and students,teachers and teachers,and teachers and schools in designing English unit homework should be valued.