Keywords
English homework design
Constructivist learning theory
Multiple intelligences theory
Submitted : 2025-03-29
Accepted : 2025-04-13
Published : 2025-04-28
Abstract
This paper focuses on English homework design in compulsory education under the “Double Reduction” policy. It first analyzes the research background and significance, reviews relevant literature at home and abroad, and points out existing problems. Then, based on constructivist learning theory, multiple intelligences theory, and formative assessment theory, it proposes design principles like reducing burden and increasing efficiency, and design strategies such as layered design. Although the research has limitations, it provides theoretical and practical references for English education reform.
References
Veugen MJ, Gulikers JTM, den Brok P, 2024, Secondary School Teachers’ Use of Formative Assessment Practice to Create Co-regulated Learning. Journal of Formative Design in Learning, 8(1): 15–32.
Uslu S, Korukcu M, 2020, The Outcomes of Constructivist Learning Environments from the Perspectives of Secondary School Students. International Education Studies, 13(8): 16.
Pan K, 2024, The Application of Reinforcement Theory in the Review Stage of English Teaching and Learning in Chinese Higher Vocational and Technical Colleges. Journal of Contemporary Educational Research, 8(8): 88–94.
Wang X, 2022, A Study on the Current Situation and Countermeasures of Hierarchical Design of Junior High School English Homework. Asia-Pacific Education, (10): 43–45.
Song Y, Zhang L, 2024, An Exploration of the Strategies for Designing Junior High School English Unit Homework under the Background of the “Double Reduction” Policy. Overseas English, (12): 172–174.
Chu K, 2023, Practice and Reflection on Implementing Interdisciplinary Integrated Teaching in Primary School English Teaching. New Education, (S2): 171–172.