A Survey and Research on the Design of English Homework in Rural Junior High Schools Under the "Double Reduction" Policy

Abstract

- As an indispensable teaching process in middle school English teaching, English homework is not only a consolidation and extension of the classroom but also an important channel for teachers to understand the implementation of teaching objectives and for students to identify and fill in gaps. With the implementation of the "double reduction" policy, reducing students' homework burden has become a task that teachers cannot ignore. How to achieve the load reduction goal in the context of "double reduction" while ensuring the rationality and effectiveness of English homework design for rural junior high schools, and improving the overall quality of homework from all levels, has become a problem worth exploring. This article conducts a survey and analysis of the English homework design of rural junior high school students in a mountainous area of western China through a questionnaire. It proposes some suggestions on how to improve homework design based on the analysis results. The questionnaire survey shows that middle school students generally believe that the current form of English homework is relatively single, the homework is boring and uninteresting, and teachers cannot assign English homework based on the differences between students. On this basis, it is proposed that teachers should design hierarchical homework and adhere to the principles of diversity, interest, and hierarchy.