A Study On The Design Of Unit Homework In Unified Edition Of Middle School Languages

As a bridge between the inside and outside of the classroom,homework is conducive to the development of students’ independent learning and problem-solving skills.With the implementation of the large unit teaching concept and the "double reduction" policy,the traditional language homework model can no longer adapt to the advanced teaching concept,and unit work has emerged.At present,there is little in-depth research on the unified version of language unit work in junior high school,and some junior high school language teachers have not even come across language unit work.Therefore,the unified version of middle school language unit homework is taken as the object of study.Firstly,the connotation and theoretical basis of the unified version of middle school language unit homework are clarified,and then the front-line language teachers of 10 middle schools in Luanchuan County,Luoyang City,and some students of the middle school affiliated to Luanchuan County No.1 Senior Middle School are taken as the targets of the survey to investigate the design and implementation of middle school language homework in the county.Through the research,the following problems were found to exist in language homework: unclear overview of homework topics,more random formulation of homework objectives,lack of ideas for homework content creation,lack of grasp of homework attributes and homework evaluation system.Second,based on theoretical foundations and research,the specific requirements and views on the design of middle school language unit homework are elaborated in three aspects:design principles,design process and design strategies.First,the design principles include:the design of middle school language unit homework should follow the principles of systematicity,progressiveness and visualization,and implement the design concepts of close connection with life reality,emphasis on the cultivation of core literacy and attention to differences and implementation of stratification.Second,the design of middle school language unit homework should be based on a certain design process: pre-analysis-unit homework design-implementation and effect analysis.Third,specific design strategies are proposed for the problems in the findings in terms of homework themes,homework goals,homework content,homework types and homework evaluation,which are: sorting out the unit content and determining the unit homework themes;analyzing the teaching objectives and setting the unit homework goals;forming homework resources and constructing the unit homework content;determining the homework types and clarifying the attributes of the unit homework;and conducting evaluation and reflection to improve the unit The strategies are:sorting out unit content;analyzing teaching objectives and setting unit homework goals;forming homework resources and constructing unit homework content;determining homework types and clarifying unit homework attributes;and conducting evaluation and reflection to improve unit homework effectiveness.Finally,under the guidance of the unit homework design principles,design process and design strategies,this paper designs a specific unit homework case and analyses the implementation effect,taking the second unit of the upper volume of the eighth-grade language of the Unified Edition as an example.Based on this case study,reflections are made on the unit homework of the Unified Edition middle school language,and the direction of improvement is clarified for later stages,in the hope that it will help the majority of front-line language teachers to design high-quality unit homework.