Research On The Design Of Unit-Based English Homework In A Primary School From The Perspective Of English Learning Activity

The “Double Reduction” policy clearly requires a total reduction of the total amount and duration of homework to reduce the heavy homework burden of students’.The Compulsory Education English Curriculum Standard(2022 edition),also points out that according to the different period of students’ cognitive characteristics and learning needs,teachers should overall design Unit-Based English homework and period homework based on the unit teaching objectives and individual differences.Teachers also should design the content,difficulty and quantity of the homework aptly to make the students form a positive emotional experience and improve their self-efficacy.However,the traditional English homework in primary schools is mechanical,repetitive,undifferentiated and so on.The traditional English homework can not meet the current requirements.In this context,primary school English teachers need to improve the quality of English homework design.The theoretical foundations of the research are constructivism learning theory,pragmatic educational thought and taxonomy of educational objective.The author applies the method of action research to conduct this research.The subjects of the research are 46 students in Class 3,Grade 4 in a primary school in Chengdu.There are two rounds of action research on the design of English Unit-Based English homework in the primary school from the perspective of English learning activity.The following three issues are mainly studied:(1)How to design Unit-Based English homework in primary schools from the perspective of English learning activities?(2)Can the design of Unit-Based English homework in primary schools from the perspective of English learning activities improve students’ performance of completing homework?(3)Can the design of Unit-Based English homework in primary schools from the perspective of English learning activities improve students’ interest in learning?After the first round of action research,the author hands out the questionnaire and interviews students to know their feedback.The author also observes and records the students’ completion of homework,then timely communicates with students about the feedback.After timely finding the problem,the author adjusts the action plan.After the second round of action research,questionnaires are handed out and interviews are conducted again,to know about the effect of homework and figure out whether students’ interest in English learning has improved.In this research,the Unit-Based English homework in primary schools is designed from the perspective of English learning activity with three levels,including perceiving and understanding,applying and practicing,and transferring and creating,which are correlative and progressive.The content of the homework is basic and developmental,layered and diversified,holistic and progressive,interesting and innovative.The subject of evaluation is diversified.What’s more,the evaluation should be continuous,dynamic and comprehensive to evaluate the process of and the quality of doing homework.The result suggests that students are willing to do the Unit-Based English homework designed from the perspective of English learning activity,and students have improved their performance on homework.In addition,the result shows that the design of Unit-Based English homework in primary schools from the perspective of English learning activity can improve students’ interest in learning.The optimal design of homework can improve the quality of homework and learning efficiency,and stimulate students’ enthusiasm for learning English.Students can feel the joy of success brought by the completion of homework.Then it can help to reduce the burden and improve the efficiency.This research also enriches the types of English homework in primary schools and provides reference for primary school English teachers who want to design English homework.