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High School English Homework Design Based on Unit-integrated Teaching

Wang Jingy, Zhou Zhongwei, An Kexin, Li Zihan, Wang Juan
DOI: http://dx.doi.org/10.21013/jems.v20.n3.p3
Abstract
The problem of improving the quality of homework, how to design, explore and study the whole teaching of English units in senior high schools, under the national "double reduction" policy has been continuously concerned and discussed based on the cultivation of core literacy in the English discipline, based on the analysis of the learning situation and teaching experience, the study proposes the principles of counting in the perspective of unit holistic teaching: wholeness, practicability and diversity. It is suggested to carry out homework practice based on the overall teaching of the unit by designing holistic homework, practical homework and diversified homework. Diversification of evaluation subjects, multidimensional evaluation objectives, diversification of evaluation forms, whole process of evaluation operation, and personalized evaluation feedback will be used to carry out the evaluation of assignments based on the unit teaching as a whole.
Keywords
senior high school English; Unit whole teaching; Job design
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References

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