Research On The Design Of Prepositional Assignment In Junior High School Under The Background Of "Double Reduction"

The " double reduction " policy emphasizes that it is necessary to reduce the burden of students ’ homework,give full play to the functions of homework diagnosis,consolidation and learning situation analysis,and improve the efficiency of education and teaching in schools.The prepositional assignment is complementary to the classroom teaching with the "less and better" learning task,which meets the requirement of the "double reduction" policy.However,in the practice of education and teaching,front-line teachers have not formed a scientific understanding of prepositional assignment.The prepositional assignments they have designed are empty and have not realized the teaching value of prepositional assignment.Therefore,the author believes that it is necessary to conduct scientific research on the design of prepositional assignment design in junior high school under the background of " double reduction."This study is based on literature review to explicate the nature,features,and functions of prepositional assignment,clarify the intrinsic logic between the "double reduction" policy and prepositional assignment,and analyze the requirements and patterns of prepositional assignment design for junior high school students under the "double reduction" background.Through text analysis and interview methods,the study investigates the current status and problems of prepositional assignment design for junior high school students and proposes optimization strategies for prepositional assignment design based on problem analysis,further improving the effectiveness of prepositional assignment design.Specifically,this study is conducted in five parts:The first part,introduction.This paper expounds the necessity and significance of studying the design of prepositional assignment in junior high school under the background of "double reduction",defines the related concepts of prepositional assignment design,summarizes the relevant literature at home and abroad,and introduces the research methods and research ideas.The second part is the theoretical interpretation and policy basis of prepositional assignment.Through literature review,it takes the nature,features,and functions of prepositional assignment as the theoretical basis,and supports it with three policies: homework management based on the "five-item management" approach,reducing homework burden based on the "double reduction" policy,and core competency guidance based on the "new curriculum standards".The third part is the requirements and patterns of prepositional assignment design for junior high school students under the "double reduction" background.Through a deep interpretation of the "double reduction" policy,this part proposes the specific requirements and design patterns of prepositional assignment for junior high school students.The fourth part is the current status and analysis of prepositional assignment design for junior high school students under the "double reduction" background.The author finds,through text analysis and teacher interviews,that the main problems with prepositional assignment design are the inconsistency between homework objectives and content,the imbalance between closed tasks and open tasks,the lack of homework guidance and prompts,and weak awareness of standardized homework design process.Combining interview content analysis,the author finds that the low quality of prepositional assignment design is due to teachers’ incomplete understanding of preparatory homework design,insufficient professional knowledge reserve in prepositional assignment design,and inadequate external support for prepositional assignment design.The fifth part is the optimization strategy for prepositional assignment design for junior high school students under the "double reduction" background.Based on problem attribution,the author proposes optimization strategies,including deepening teachers’ understanding of the value and function of prepositional assignment,enriching teachers’ professional knowledge in prepositional assignment design,enhancing teachers’ implementation ability in prepositional assignment design,and providing external support for teachers in designing prepo sitional assignment.