Exploring The Design Of Middle School Language Homework In The Context Of "Double Reduction"

Chinese homework and Chinese language teaching complement each other,playing a role in consolidating teaching achievements,diagnosing,adjusting,and providing feedback on teaching effectiveness.At the same time,it is also the main way for students to engage in self-directed learning.Due to various factors,students in compulsory education are currently burdened with a heavy workload,which seriously affects their physical and mental health.In response,the national education department has issued a series of policy documents to reduce students’ homework burden,and improving the quality of homework design and reasonably controlling the total amount of homework are the core requirements of such documents.On this basis,how to achieve "reduction and increase efficiency" in Chinese homework has beco me an urgent problem to be solved in frontline Chinese teaching.The paper is based on the "double reduction" policy and takes the design of junior high school Chinese homework as the research object from a unit perspective.It uses questionnaire survey,literature research,text analysis,and statistical analysis methods to explore the design of junior high school Chinese homework,aiming to provide design ideas for the current junior high school Chinese homework design.The main content of the paper includes the following aspects: Firstly,review and analyze the current research on Chinese homework,and propose the theoretical basis and research significance of integrating and designing junior high school Chinese homework from a unit perspective.Secondly,with the help of a questionnaire survey,it was found that there are currently problems with high workload,single homework forms,and insufficient evaluation and guidance for middle school Chinese homework.The reason for this is that teachers have outdated homework concepts,narrow understanding of homework functions,and neglect the cultivation of students’ core Chinese literacy.Furthermore,based on the requirements of the "double reduction" policy,new curriculum standards,and other measures to reduce homework burden,as well as the principles of student-centered,low quantity and high quality,and individualized teaching in homework optimization design,from a unit perspective,focusing on four aspects of Chinese unit homework: objectives,homework content,homework stratification,and homework evaluation guidance,Specific strategies such as "clarifying unit objectives","creating unit context","integrating unit knowledge","autonomous layering of unit assignments",and "diversified evaluation of homework" have been proposed.Finally,based on the above ideas,design and analyze specific cases of integrating junior high school Chinese unit assignments.Through research,it can be found that the integrated design of unit tasks is feasible in improving the quality of task design,controlling the total amount of tasks,and reducing the workload of tasks.At the same time,different types of homework point to different abilities of students: basic homework emphasizes foundation and emphasizes the cultivation of students’ basic abilities;Expanding assignments emphasize the design of real-life and contextualization,which can bring students into deep learning and promote the development of their core Chinese language literacy.The integrated design and independent layering of unit assignments can provide reference for teachers to optimize junior high school Chinese homework,improve the current dilemma of "high consumption and low efficiency" in junior high school Chinese homework,and implement the "double reduction" policy.