An Investigation Study On The English Homework Of Advanced Phase In Primary School Under The "Double Reduction" Policy

English homework is the consolidation and extension of English knowledge in class.The high stage of primary school,as the beginning of the transition stage,the reasonable arrangement of the content of different stages of homework for students in the beginning of the transition to prepare for further learning.At present,in order to reduce the heavy homework burden and off-campus training burden of students,our country has implemented a“Double reduction” policy.Under its influence,how to reasonably arrange the amount of homework,so that students get efficient training,is the need to study the subject.Therefore,the main purpose of this study is to explore the existing problems and changes in the implementation and management of English assignments after the“Double reduction”.To explore local solutions to lead the development of English homework to the direction of quality and less quantity.This study adopts classroom observation,questionnaire survey,literature research,and interview methods to investigate the current situation of English homework in primary schools from several aspects,such as the arrangement of English homework,the content of English homework,the correction and feedback of English homework,students’ and teachers’ attitudes and behaviors towards English homework,and external interference factors of extracurricular homework.The subjects of the survey were students and teachers from nine of the first,second,and third categories of public primary schools in Guanshanhu District,Guiyang.A total of 1505 students in grades 5and 6 were randomly selected from nine schools to conduct a questionnaire survey and interview with 15 teachers and 36 students.The survey found that there are several problems in the current English homework in primary schools: the placement of extracurricular homework does not take into account the subjectivity of students,the single source of homework content and the lack of clear educational orientation,the single subject of homework correction and feedback,and the lack of interest in homework.Based on the survey results,literature,and interview analysis,the main reasons for these problems are summarized as follows:First,the "selection mechanism" and "comparison culture" caused by Chinese exams have intensified the teacher’s score centered theory;Secondly,the content and difficulty of homework are not reasonably stratified;Thirdly,the marking symbols for homework are simple,the evaluation subject is single,and the subjective status of students is not highlighted;Fourth,extracurricular homework fails to connect with real life and stimulate students’ cognitive experience;Fifth,teachers lack sufficient guidance concepts and practical experience in homework design.In response to the above issues,this study proposes the following improvement strategies: First,enrich the main body of homework assignments,and enhance the effectiveness of homework.Secondly,improve the supervision mechanism for homework and reasonably select the content of homework;Multiple schools have jointly established a homework test database to share teaching resources.Third,optimize the feedback mechanism for homework correction,and enrich the diversity of homework correction feedback through home school communication.Fourth,the content of homework should be linked to the actual life of students to enhance interest and practicality.