Research on Senior High School English Homework Design Oriented to Core competencies: From the Perspective of the English Learning‑Activity View

Abstract

The new curriculum standards have established the basic literacy requirements for students. Currently, most of the senior high school English homework focuses on memorizing knowledge points, has monotonous forms and rigid evaluation criteria, and thus fails to meet the demands of developing students’ all-round linguistic abilities. The three periods of learning activities in the English Learning-Activity View are learning and understanding, applying and practicing, and transferring and creating; they can provide a theoretical support for improving the design of after-school homework. Based on the diary text “My First Day at Senior High” from Book 1 (Compulsory) of Foreign Language Teaching and Research Press senior high school English textbooks as the research object, this paper designs a gradient-based hierarchical after-class homework system based on the learning logic of “based on discourse - delving into discourse - transcending discourse”. It has divided into required and elective courses, and integrated teaching, learning and assessment at the level of self-assessment, peer assessment and teacher assessment. Thus, the whole learning cycle will be text input, language internalization and transfer-oriented creative application in real life.