Research on the Improvement Path of Junior High School English Teachers’ Homework Design Competency under the Background of Double Reduction Policy
DOI:
https://doi.org/10.54097/9sdwny67Keywords:
Double Reduction Policy, Junior High School English Teaching, Homework Design, Teacher Professional Competency, Professional GrowthAbstract
The Double Reduction Policy in 2021 has put forward clear requirements on homework and homework design, including the total amount, the content, and the management of homework in the compulsory education stage. The policy highlights the improvement of assignment design while limiting the overall workload, whose fundamental objective is to upgrade both the quality and practical efficiency of homework. For this reason, the development of well-designed assignments has turned into a widely-discussed yet tough challenge amid curriculum reforms in basic education. The National English Curriculum Standards for Junior High Schools (2025 Edition) proposes to design homework holistically based on the unit objectives and students’ individual differences. By doing so, teachers can properly balance what homework includes, how hard the tasks are, and how much work students have to finish after class. Since the implementation of the new policy, traditional homework arrangements that rely on repetitive memorization and mechanical exercises can hardly match the current goals of quality-oriented education. Many junior high school English teachers are now facing practical challenges in optimizing homework content, designing layered tasks, and providing effective learning feedback. Responding to the requirements of the Double Reduction Policy and new English curriculum standards, this paper sorts out the common problems existing in current English homework design in junior high schools. It further analyzes the internal and external factors that restrict teachers’ practical abilities in homework development, and puts forward feasible and targeted improvement strategies. This study hopes to offer practical references for English teachers to build low-burden and high-efficiency homework systems, while supporting teachers’ long-term professional development in the context of educational reform.
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