Research On The Design Of Middle School Classical Chinese Homework Under The "Double Reduction" Policy

Since the promulgation and implementation of the "Double Reduction" policy,the problem of reducing the burden and improving the quality of homework has always been explored by schools and teachers.Classical Chinese is a part of traditional Chinese culture.As a difficult and obscure knowledge block in Chinese subject textbooks,teachers should not only pay attention to the teaching of classical Chinese,but also pay attention to the assignment of after-class homework,after all,homework is also an important link to improve students’ learning quality.Faced with the requirement of reducing the burden put forward by the "Double Reduction" policy and the suggestion of cultivating students’ core Chinese quality in the new Chinese curriculum standard of compulsory education,the after-school homework of classical Chinese in middle school under the "Double Reduction" policy should be committed to stimulating students’ interest in learning,increasing the types of homework,promoting the inheritance and promotion of traditional culture,so as to achieve the goal of improving students’ core Chinese quality.On the basis of obtaining relevant data from field research and observing the current situation of homework design and layout,this paper uses literature analysis method,questionnaire survey method and statistical analysis method to study the after-school homework of middle school classical Chinese after the implementation of "Double Reduction" policy,hoping to further improve the design of after-school homework of middle school classical Chinese,and effectively play the role and value of after-school homework of classical Chinese.This paper analyzes the value of homework in classical Chinese under the background of "Double Reduction" policy,the design of homework in classical Chinese before "Double Reduction" policy and the design of homework in Classical Chinese under the background of "Double Reduction" policy,as well as students’ expectation of homework in classical Chinese under the background of "Double Reduction" policy.It also found the problems in the design of classical Chinese homework before and after the implementation of the "Double Reduction" policy and the causes of the problems.On this basis,this paper determines the principle of designing classical Chinese homework and discusses the design approach of classical Chinese homework under the background of "Double Reduction" policy based on Dewey’s "learning by doing" theory,Gardner’s multiple intelligences theory and Vygotsky’s theory of the zone of proximal development.On the basis of the original written class,oral class and practical class,the form of classical Chinese homework has been changed,so that the after-class homework can achieve the purpose of consolidating the review,and can increase the interest,stimulate the curiosity and desire of students to complete the homework.Under the "Double Reduction" policy,Chinese teachers should not only pay attention to the consolidation and mastery of students’ basic knowledge when designing classical Chinese homework,but should get rid of the inertia of traditional homework assignment.From the perspective of students,combined with the characteristics and rules of students’ physical and mental development,design interesting,suitable for students at different levels of ability,and a strong sense of practical experience in classical Chinese homework.Reduce the burden on students from the amount of homework,enrich their extracurricular activities in the form of homework,and improve their learning ability and quality in practical activities.