小學(xué)英語中高年級分層作業(yè)布置的研究摘要課外作業(yè)是課堂教學(xué)的延續(xù)和補(bǔ)充，是學(xué)生學(xué)習(xí)的重要形式之一。它既能鞏固課堂教學(xué)，加深對教學(xué)內(nèi)容的理解，又能對教學(xué)效果和學(xué)習(xí)效果進(jìn)行有效反饋，同時(shí)培養(yǎng)學(xué)生的獨(dú)立思考和自主學(xué)習(xí)的能力。在小學(xué)英語課程設(shè)計(jì)中，教師們通常會(huì)投入大量精力于課堂教學(xué)活動(dòng)的規(guī)劃與實(shí)施，但對小學(xué)英語作業(yè)的設(shè)計(jì)與優(yōu)化的關(guān)注卻往往不足。此外，當(dāng)前的作業(yè)設(shè)計(jì)存在諸多問題，如英語作業(yè)量過多、內(nèi)容形式單一，導(dǎo)致家庭作業(yè)無法滿足學(xué)生的學(xué)習(xí)需求。為進(jìn)一步解決小學(xué)英語作業(yè)設(shè)計(jì)中的問題，必須通過科學(xué)的作業(yè)設(shè)計(jì)來改變這種現(xiàn)狀。本研究在人本主義理論、多元智能理論及最近發(fā)展區(qū)理論的指導(dǎo)下，采用文獻(xiàn)研究法、問卷調(diào)查法、訪談法以及比較研究法，從學(xué)生和教師的角度分別了解目前小學(xué)英語作業(yè)設(shè)計(jì)的現(xiàn)狀，分析其特點(diǎn)及不足之處，并以此為基礎(chǔ)，開展分層作業(yè)設(shè)計(jì)的實(shí)踐研究。通過數(shù)據(jù)的整理以及分析，我們發(fā)現(xiàn)學(xué)生對作業(yè)的態(tài)度以及作業(yè)成效均發(fā)生了積極的變化。實(shí)踐證明，英語作業(yè)的分層設(shè)計(jì)能有效促進(jìn)小學(xué)生英語學(xué)習(xí)能力的提升。本文的最后提出了針對小學(xué)英語作業(yè)設(shè)計(jì)的相關(guān)對策和建議：以學(xué)生為中心，基于實(shí)際學(xué)情合理設(shè)計(jì)分層作業(yè)，豐富作業(yè)類型和訓(xùn)練方法，開發(fā)學(xué)生的多元智能，激發(fā)學(xué)習(xí)興趣，并建立合理的作業(yè)評價(jià)機(jī)制，以提高教學(xué)效率并調(diào)動(dòng)學(xué)生的主觀能動(dòng)性。關(guān)鍵詞：小學(xué)中高年級英語作業(yè)分層設(shè)計(jì)AbstractHomeworkisacontinuationandsupplementtoclassroomteaching,andisoneoftheimportantformsofstudentlearning.Itnotonlyreinforcesclassroominstructionanddeepensunderstandingoftheteachingcontentbutalsoprovideseffectivefeedbackonteachingandlearningoutcomes,whilefosteringstudents'independentthinkingandautonomouslearningabilities.InthedesignofprimaryschoolEnglishcourses,teachersofteninvestagreatdealofeffortinplanningandimplementingclassroomteachingactivities,buttheyoftenpayinsufficientattentiontothedesignandoptimizationofprimaryschoolEnglishhomework.Moreover,therearemanyissueswithcurrenthomeworkdesign,suchasexcessiveamountsofEnglishhomeworkandasinglecontentformat,resultinginhomeworkthatfailstomeetstudents'learningneeds.TofurtheraddresstheproblemsinthedesignofprimaryschoolEnglishhomework,itisnecessarytochangethissituationthroughscientifichomeworkdesign.Thisstudy,guidedbythetheoriesofhumanism,multipleintelligences,andthezoneofproximaldevelopment,employedliteratureresearch,questionnairesurveys,interviews,andcomparativestudiestounderstandthecurrentstateofprimaryschoolEnglishhomeworkdesignfromtheperspectivesofbothstudentsandteachers.Itanalyzedthecharacteristicsandshortcomingsofthecurrentpracticesand,basedonthesefindings,conductedpracticalresearchontieredhomeworkdesign.Throughtheorganizationandanalysisofdata,weobservedpositivechangesinstudents'attitudestowardshomeworkandtheeffectivenessoftheirwork.PracticehasshownthattiereddesignofEnglishhomeworkcaneffectivelypromotetheimprovementofprimaryschoolstudents'Englishlearningabilities.Attheendofthispaper,weproposerelevantstrategiesandsuggestionsforprimaryschoolEnglishhomeworkdesign:centeringonstudents,reasonablydesigningtieredhomeworkbasedonactuallearningsituations,enrichingthetypesandmethodsofhomework,developingstudents'multipleintelligence,stimulatinginterestinlearning,andestablishingareasonablehomeworkevaluationmechanismtoenhanceteachingefficiencyandmotivatestudents'subjectiveinitiative.Keywords:primaryschool;middleandseniorgrades;differentiatedhomeworkassignments.1PurposeoftheResearchWiththefurtherimplementationofthe"doublereduction"policy,teachersfacemanychallengesduetothelackofsystematicguidancewhendesigningstratifiedassignments.Throughempiricalinvestigation,thisstudyaimstorevealtheproblemsandcausesofthecurrentprimaryschoolEnglishstratifiedhomework,andproposesstrategiestooptimizethedesignofprimaryschoolEnglishhomework,whichisexpectedtoprovideinspirationforprimaryschoolEnglishteachersindesigningstratifiedhomework,andpromotetheall-rounddevelopmentandhealthygrowthofstudents.1.2SignificanceoftheResearch1.21TheoreticalSignificanceThisstudyisbasedonVygotsky'stheoryofthezoneofproximaldevelopment,humanisticlearningtheory,Gardner'stheoryofmultipleintelligence,andtheEnglishCurriculumStandards.Itputsthesetheoriesintopracticethroughactualteachingactions,designstieredassignmentsforupperprimaryschoolEnglish,andproposescorrespondingdesignguidelinestomaketheconceptofEnglishassignmentdesignmorecomprehensiveandperfect.1.22PracticalSignificance(1)Ithelpstoreducethepsychologicalburdenandsenseoffailureinstudents'learning.(2)Itisbeneficialforpayingattentiontothedifferencesamongstudents,meetingthediverselearningneedsofdifferentstudents,promotingindividualizedgrowth,andlayingagoodfoundationforlifelonglearning.(3)Ithelpstochangetheorganizationalformandpresentationofassignments,allowingstudentstomasterlearningmethods,graduallyincreasingtheirinterestinlearning,andgraduallyenhancingtheirconfidenceinlearning,stimulatingtheirintrinsicmotivationforlearning.(4)Itisadvantageousforteacherstomoreaccuratelygraspthelearningstatusandneedsofstudentsatvariouslevels,therebyadjustingteachingcontentandmethodsinatargetedmannerinteaching,andimprovingteachingqualityandefficiency.(5)Itisconducivetoteachers'transformationofeducationalconceptsinteaching,respectingindividualdifferencesamongstudents,followingeducationalprinciples,trulyachievingindividualizedinstruction,cultivatinginnovativeandversatiletalentsthatmeettheneedsofthetimes,andpromotingthesustainabledevelopmentofeducation.1.3PreviousResearchAbroadandatHomeCihaidefines"homework"as"relatedactivitiescarriedouttocompletelearningandproductiontasks."Englishhomeworkforseniorprimaryschoolstudentsisameansforteacherstocultivatestudents'comprehensivequalityandimprovetheircomprehensiveknowledgeandability.1.31TheEffectsofHomeworkChinesescholarsgenerallyagreewiththepositiveroleofhomework,whobelievethathomeworkhelpsstudentsconsolidatewhattheyhavelearnedinclassandcultivatestudents'abilitytolearnindependently.ResearcherssuchasYangLiu(2010)hasstressedthatscientificandreasonableEnglishhomeworkcanfullystimulatestudents'learningpotential,thuspromotingstudents'learningprogressandteachers'teachingdevelopment.CooperIn1994,itwasproposedthatthequalitydifferenceofhomeworkismainlyreflectedinbothpositiveandnegativehomework:attractivehomeworkcansignificantlyimprovelearningefficiencyandhaveapositiveimpactonstudents;onthecontrary,boringandexcessivehomeworkmaybackfire,increasetheburdenoflearningforstudents,andreducetheirinterestinlearning.Intheauthor'sopinion,teachersshouldnotonlycontroltheamountofhomeworktopreventstudentsfromresistingemotions,butalsoconsiderthefunctionandgoalofhomeworkfromtheperspectiveofthecomprehensivedevelopmentofstudents'knowledgeandability.1.32TheContentsofHomework1.33TheTypesofHomeworkResearchonthetypesofhomeworkoutsideofschoolinforeigncountriesmainlyfocusesonhowchildrencompletetheirassignments,whiledomesticstudiestendtoanalyzefromtheperspectiveofteacherinstructionandeducationalassessment.Althoughbothaimtoimprovehomework,theyrepresentdifferentperspectivesandvalueorientations.First,scholarswhohavestudiedchildren'shomeworkcompletionmethodsmainlyincludeJohnDeweyfromtheUnitedStates.Heproposedanexperimentalformofactivity-basedhomeworkcenteredonsocialactivities.Thistypeofhomeworkemphasizesexpansivenessandcreativity,advocatingthatextracurricularassignmentsshouldpromotestudents'applicationandtransferofknowledgeandskills,stimulatingtheirthinking.Deweyencouragedstudentstoapplywhattheylearnedinreallife,achievingpracticalapplicationofknowledge,whichdeepenstheirunderstandingofit.Secondly,scholarswhoanalyzefromtheperspectiveofattachingimportancetoteachers'teachingandeducationalevaluationincludeShiLiangfangandCuiYundu(1999).Theydividehomeworkinto"practicehomework,preparationhomework,andextensionandcreativehomework",andpayattentiontotheconnectionbetweenhomeworkandschoolteaching.Sincetheimplementationofthenewcurriculumreform,domesticresearchershaveconcludedbasedonthephilosophyoftheEnglishCurriculumStandardsandthelearningmethodsadvocatedbythenewcurriculum:toachievethegoalofcultivatingstudents'comprehensivelanguageapplicationabilities,homeworkcontentmustbreakthroughthelimitationsofsingletextbooks.Itshouldtakeintoaccountthecharacteristicsofstudents'gradesandtheirphysicalandmentaldevelopmentpatterns,continuouslystartingfromstudents'actuallives,consideringmultipledimensionswhendesigningEnglishhomework.Onlyinthiswaycanweeffectivelycultivateandenhancestudents'practicalapplicationabilities.1.34TheEvalutaionofHomeworkInternationalscholarsgenerallyagreethatgradinghomeworkiscrucial.Thisprocessnotonlyhelpsteachersdevelopmoresuitableteachingplansbasedonstudents'performancebutalsoprovidessolidsupportforstudentgrowth.Paschal,Weinstein,andWalberg'sstudyin1984revealedthatbetween1966and1981,ashighas85%ofhomeworkwasproveneffective,withteacherfeedbackindicatinggoodresults.Additionally,UlrichTrautwein's2007bookprimarilydiscussesthepositiveimpactofteachersgradingandevaluatinghomeworkonstudents'academicperformance.ThenewcurriculumstandardsemphasizethecentralroleofevaluationinEnglishcourses,statingthatascientificevaluationsystemiscrucialforensuringtheachievementofcourseobjectives.ZhangFeng(2019)pointsoutthatwhenassigninghomework,teachersshouldbalanceresultswithprocessandfocusoncultivatinggoodhomeworkhabits.Teachersshouldnotonlythoroughlygradetheassignmentsbutalsodelveintothereasonsforerrorsinthehomeworktooptimizecommonissuesintheteachingprocessandprovideindividualguidanceandcommunicationforspecificmistakes.QianYanqiong(2020)suggeststhatdiversifiedevaluationmethodscanbooststudents'learningconfidence.Byimplementingdiverseassessments,eachstudentcangainrecognitionandencouragementfromteachersandpeerstosomeextent,whichhelpsenhancetheirenthusiasm,interestinlearning,andmotivation,therebyfosteringtheirloveforEnglish.Intheteachingprocess,teachersshouldusediversifiedevaluationmethodstoreviewstudents'Englishassignments.Thisincludesteachercomments,peerevaluations,andparentalparticipationinassessments,combinedwithothervariousevaluationtechniques.Suchpracticesshouldaimatfosteringtheall-rounddevelopmentofstudents,therebypromotingtheoverallimprovementoftheirqualities.1.35RelatedStudyonHierarchialEnglishhomeworkInChina,thedesignoftieredextracurricularassignmentsisstillinitsinfancy.Scholarsprimarilyfocusonprinciplesthatshouldbefollowedindesigningtieredassignments,operationalstrategiesfortiering,anddesignschemes.Specifically,theresearchcontentincludeshowtoeffectivelystratifystudents,theeffectivenessoftieredassignments,andissuesencounteredduringtheimplementationoftieredassignments.However,therearefewcasestudiesonhowtoimplementtieredassignmentdesignunderspecifictextbookcontexts,andmostproposedsolutionstoproblemsencounteredduringtheimplementationoftieredassignmentsremainatthetheoreticalassumptionstageandhavenotbeensufficientlyvalidatedinpractice.1.36SummaryTheeducationsystemdiffersbothdomesticallyandinternationally.AcomprehensiveanalysisoftheoreticalandempiricalstudiesonhomeworkbothathomeandabroadrevealsthatinChina,homeworkprimarilyfocusesonstudents'masteryofbasicknowledgeandimprovementofproblem-solvingskills;whereas,overseas,homeworkdesignnotonlyemphasizestheacquisitionofknowledgeandskillsbutalsostressesthecultivationofstudents'thinkingabilitiesandindependence,therebypromotingnon-intellectualfactorssuchascooperationandinquiry.Domesticscholarshaveextensivelyexploredtheforms,content,andeffectivenessofhomeworkdesignacrossvarioussubjects,andhavestudiedtieredassignments,proposingaseriesofoperationalplans.Inparticular,theyhaveconductedin-depthresearchontieredassignmentdesignforprimaryschoolChineseandmathematics,yetthesefindingshavenotbeenwidelyappliedorimplemented.Despitemanyteachersexpressingdissatisfactionwiththeshortcomingsoftraditionalhomeworkdesign,theycontinuetouseoldmethods.Inaddition,thereiscurrentlyrelativelylittleresearchontieredEnglishhomeworkassignmentsforprimaryschoolstudents.Mostexistingstudiesarebasedonthepracticalexperienceoffrontlineteachers,lackingtheoreticalfoundationsandexperimentalvalidation.Theresearchsystemandoverallframeworkfortieredassignmentdesignarestillbeinggraduallyestablished.ThisstudyaimstocombinethecharacteristicsofprimaryschoolEnglishsubjectsanddesigntieredEnglishhomeworkassignmentsformiddleanduppergrades.Basedonthetheoryofmultipleintelligenceandthezoneofproximaldevelopment,thisstudyaimstoaddresstheissuesinprimaryschoolEnglishhomeworkassignments,meetthelearningneedsofstudentsatdifferentlevels,stimulatetheirinterestinlearning,encouragethemtoactivelyacquireknowledge,improveacademicperformance,andallowthemtofullyexperiencethejoyofsuccess.Throughthisapproach,wehopetomaximizetheroleofhomeworkassignmentsandexplorethevalueandpotentialforimprovementoftieredassignmentsinpractice.1.41.41LiteratureResearchMethodThisarticleusescomputernetworksandlibrarymaterialstounderstandthemainresearchachievementsandthelatesttrendsinthedesignofprimaryschoolEnglishhomeworkbothdomesticallyandinternationally.Theprogressofrelatedguidingtheoriesandpracticalresearchprovidesaresearchdirectionandtheoreticalbasisforthisstudy.1.42QuestionnaireSurveyMethodTounderstandthecurrentsituationofEnglishhomeworkinthemiddleanduppergradesofprimaryschool,thisstudydesignedaquestionnaireforEnglishhomeworkinthemiddleanduppergradesofprimaryschool.QuestionnairesweredistributedtoEnglishteachersandthirdandfourth-gradestudentsataprimaryschoolinGuangzhou,datawascollectedandorganizedtounderstandthecurrentsituationofEnglishhomeworkinthemiddleanduppergradesofprimaryschool.1.43InterviewMethodTofurtherimprovethecontentofthequestionnairesurveyforteachersandstudentsinthemiddleanduppergradesofprimaryschool,thisstudyconductedinterviewswithsomeofthesurveyedstudentsandteachers.MaterialsandpracticalevidencerelatedtothedesignofprimaryschoolEnglishhomeworkwerecollected,andindividualteachersweretounderstandtheirthoughtsandideasonhomeworkdesign,providingpracticalmaterialsforthewritingofthisarticle.1.44ObservationMethodObserveandunderstandthesituationofhomeworkassignmentsbyEnglishteachersinthissubject,thecompletionsituationofstudents,andtheeffects.Makeobservationrecords,whilestrengtheningtheconnectionwiththeory,therebypromotingtheformationofsubsequentideasandtheconstructionoftheoreticalframeworks.2Theoreticalbasis2.1TheTheoryofMultipleIntelligenceUndertheinspirationofthetheoryofmultipleintelligence,homeworkasanextensionofclassroomteachingshouldbediverse.Teachersshouldrecognizethediversityofstudents'intelligencesanddesignvarioustypesofassignments.InEnglishlearning,thefocusisondevelopingstudents'languageskills,whichholdsacentralposition.Byimplementingtieredassignments,students'confidencecanbeboosted,andtheycanimprovetheirlanguageskillsandabilitiesaccordingtotheirlearninggoals,motivations,interests,andhabits.Suchpracticeshelpmeetstudents'individualneedsforintellectualdevelopmentandpromotetheiroverallgrowth.2.2ZoneofProximalDevelopmentTheorySovietpsychologistVygotskyproposedthateducationshouldbeconsideredfromtwodimensions:oneistheindividual'scurrentlevelofdevelopment,andtheotheristheirpotentialforfurtherdevelopment,whichconstituteswhatisknownasthe"ZoneofProximalDevelopment."GuidedbythetheoryoftheZoneofProximalDevelopment,itemphasizestheleadinganddecisiveroleofeducationinpersonaldevelopment;atthesametime,itprovidesimportantinsightsintothedesignandoptimizationofhomeworkassignments.Inteachingactivities,focusshouldbeplacedonstudents'ZoneofProximalDevelopment,providingcontentwithmoderatechallengetostimulatetheirinitiativeandenthusiasm,encouragingthemtoadvancebeyondtheircurrentdevelopmentalstage.Homework,asanextensionofclassroominstruction,shouldinvolveteachersgraduallyincreasingthedifficultyandprogressionofexerciseswhendesigningtieredassignments,tofullytapintostudents'potential.Thecontentofhomeworkshouldneitherbetoosimplenortoodifficult,andconsiderationssuchasquestionsettingandevaluationmethodsshouldtakeintoaccountstudents'psychologicalfactors,offeringnecessaryassistanceandguidance.Thisway,homeworkcanserveasabridgeconnectingstudents'actualdevelopmentallevelswiththeirpotentialcapabilities.2.3Humanistictheoryemphasizesthesubjectivityandproactivechoiceofindividualconsciousness,whereindividualsdeterminetheirownvaluebasedonpersonalwill.ThepioneerofhumanismispsychologistCarlRogers.Rogersproposedthetheoryof"meaningfullearning":whenindividualsfacefuturechangeswithapositiveandproactiveattitude,itnotonlyincreasesstudents'knowledgereservesbutalsointegratesvariouslearningexperiences.Thismethodoflearningishighlyefficientandlesslikelytobeforgotten.Therefore,teacherscandesigndiverseandtieredassignmentsforstudentstoenhanceparticipationfromthosewithdifferentlevelsoffoundationalknowledge.Whenstudentsrecognizetheirprogress,theygraduallybuildupconfidenceintheirlearning.3ResearchonthestatusquoandproblemsofEnglishhomeworkTheauthor,basedonin-depthreflectionsonthecurrentEnglishhomeworkdesignforupperprimarygrades,developedasurveyquestionnaireforteachersandstudents.Thequestionnairewasdistributedto150studentsattheauthor'sschool,andinterviewswereconductedwith11Englishteachers.Byanalyzingthecollecteddata,theauthorsummarizedthecurrentstatusofEnglishhomeworkdesignforupperprimarygrades3.1ResultsandAnalysisofStudentQuestionnaireSurveyTypeStatisticsoftheamountofhomeworkstudentsdo2.5%7.5%77.5%Littleornone12.5%WrittenhomeworkWithin10-20minutes37.5%45%10%10%Verbalhomework(e.g.readingaloud,recitation,audiovisual)Within10to20minutes72.5%22.5%2.5%2.5%Accordingtothestatisticalanalysisoftheamountofhomeworkformiddleschoolstudents,10%ofstudentsthinkthatthereistoomuchhomework;75.5%ofstudentsthinkthattheextrahomeworkassignedbyteachersisjustright,andanother12.5%ofstudentsthinkthatthereisverylittlehomework.TheresultsofthesurveyrevealedthatduetothegreatdifferencesinEnglishfoundationamongstudentsatprimaryschool,theirtimedistributionforcompletingwrittenhomeworkwasrelativelywide,rangingfrom10minutestoonehour.However,intermsoforalEnglishhomework,thetimespentbystudentswasrelativelyconcentrated,withmostspendingbetween10and20minutes.TTypeThemaintypesofEnglishhomeworkusuallyBasicexercises(copying,reciting,etc.)37.5%Variousformsofexercises(practicesheets,workbookwithtextbook)37.5%Oralhomeworkcompletedincooperation(performingtextbookplays,smalldialogues,etc.)5%Oralorinvestigativeassignmentscompletedindependently(readingaloud;reciting;audio-visualactivities,suchasreadingEnglishextracurricularbooks,watchingoriginalEnglishcartoons,listeningtoEnglishsongs;hands-onprojects,suchasmakingEnglishgreetingcards,Englishnewsletters,etc.;activeexploration,suchascollecting,searchingfor,andorganizingEnglishmaterials,thensharingwithpeersandpresentingtotheclass)20%YourfavoritetypeofEnglishhomeworkBasicexercises22.5%Variousformsofpractice5%Oralassignmentscompletedcollaboratively47.5%Oralorinvestigativeworkcompletedindependently25%Byanalyzingthetypesofhomework,wecanfindthatthecurrenthomeworkassignedbyteachersmainlyfocusesonbasicexercisesanddiversifiedexercises,whicharebasedonclassroomknowledgeandsimplerepetitionandproblemtraining.ThedatashowsthatinTable2'sanalysis,47.5%ofstudentsprefertocompletemoreengagingandinteractiveassignmentsthroughgroupcollaboration.Meanwhile,25%ofstudentsaremorewillingtoindependentlytackleexploratoryandcreativeEnglishhomework.Ofcourse,therearealsoafewstudentswhofavorcompletingfoundationalandcompilationtasks.Thereasonsbehindthisvary:high-achievingstudentsareunwillingtospendtoomuchtimeonbasicknowledgeandseekgreaterchallenges;averagestudentssupportcooperativelearning,enhancinginteractiontocompensatefortheirindividualshortcomings;low-achievingstudentspreferfoundationalassignmentstosolidifytheirknowledgeandbetterunderstandandabsorbclassroomcontent.Therefore,duetothevaryinglearningconditionsofstudents,theirrequirementsforhomeworkalsoexhibithierarchicaldifferences.TypeHowhelpfulEnglishhomeworkisinstimulatingmotivationtolearn35%45%7.5%12.5%HowmuchEnglishhomeworkhelpsyoumasterthekeypointsofeachlesson37.5%50%7.5%5%DoesthehomeworkassignedbyyourEnglishteacherhelpyouimproveyourgrades40%40%7.5%hardtoexpressitclearly12.5%MoststudentsbelievethatEnglishhomeworkplaysasignificantroleinmotivatinglearningandhelpingtograspkeyknowledgepoints.Thesedatarevealthatstudentsgenerallyrecognizetheimportanceofbothin-classandout-of-classEnglishassignments.Therefore,teachersshoulddesignscientificallysoundandreasonablehomeworktofullyengagestudents'enthusiasmforlearningEnglish.Asforhowtodesignscientificallysoundhomeworkmoreeffectivelytoleverageitspositiveroleandstimulatestudents'interestandmotivationinlearning,thisisthecoreissueexploredinmyresearchontieredhomeworkdesign.TypeThepurposeofcompletingEnglishhomeworkeverydayHelpstudentsmasterwhattheyhavelearnedthatday60%Getbetterresults15%Developstudents'abilitytocommunicateinEnglish10%Getintoabettermiddleschoolorevencollege15%Fromtheabovedata,itcanbeobservedthat60%ofstudentscompletetheirhomeworkdailyprimarilytograspthecontentlearnedthatday.Thishighlightsthelimitationsinhowteachersassignhomework.Homeworkofteninvolvesalotofmemorization-basedknowledge,whilequestionsthatencourageflexibleapplicationandcriticalthinkingarerelativelyfew.Therefore,whendesigningassignments,teachersshouldnotonlyhelpstudentsconsolidatewhattheyhavelearnedthatdaybutalsoconsideradoptingdiverseassignmentformatstoenhancestudents'languageuseandcommunicationskills.MainProblemswiththeHomeworkmainproblemswiththehomeworkTypeWhatarethemainproblemswiththehomeworkassignedbytheteacheratpresentTheEnglishhomeworkisboringanduninteresting.37.5%Thereistoomuchhomeworktoplay.5%Englishhomeworkcannotbeassignedaccordingtothedifferencesbetweenstudents.50%TherearemanyEnglishhomework,buttheresultshavenotimprovedsignificantly.7.5%Byanalyzingtheaforementioneddata,Ihavenoticedtwoprimaryissueswithcurrenthomeworkassignments:First,teachersfailtoimplementtieredassignmentsbasedonthevaryinglevelsofstudents;second,theformofhomeworkismonotonousanduninteresting,failingtoeffectivelystimulatestudents'interestinlearning.Whenteachersassignthesamehomeworktostudentsofdifferentabilitylevels,averagestudentsmayfinditacceptable,buttopstudentsmightfindittooeasy,unabletochallengetheirinvestigativeskills,whilestrugglingstudentsmayfindittoodifficulttohandle,ultimatelyleadingthemtojustgothroughthemotions.Therefore,implementingtieredassignmentdesignbecomesparticularlyurgent.Thisstudyaimstoexplorehowscientificandeffectivehomeworkdesigncanhelpallstudentsmakeprogressbasedontheirindividualfoundations,whichisthecoreobjectiveofmyresearchontieredassignmentdesign.3.2ResultsofTeacherInterviewsontheHomeworkTheinterviewincludedfivetopics,includingthepurposeofassigninghomeworktostudents,thetypeandconsiderationfactorsofassigninghomework,howtouseteachingmaterials,whethertotrystratifiedhomeworkandtheexpectationofhomeworkeffect.Whendiscussingthepurposeofassigninghomework,mostteachersbelievethatEnglishassignmentsshouldreinforceclassroomknowledgewhileemphasizingpracticalapplication.Theysuggestthathomeworkformatsbediverse,includingwrittenassignmentsandactivitiestoenhancecommunicationskills,suchaswritingdialoguesinfamiliarscenarios,allowingstudentstoapplywhattheyhavelearnedinrealsituations.Mostteacherstendtoassignbasictrainingandstandardizedexercisesashomework,occasionallyarrangingsomeinvestigativetaskssuchasEnglishhand-drawnnewspapersormakingEnglishgreetingcards.Theybelievethatinthecurrenteducationsystem,whichisorientedtowardsexamscores,homeworkdesignmustbecloselyrelatedtoexamcontent.Althoughteachershopetoassignmoreinvestigativetasks,theyrarelydosoduetotimeconstraints,difficultyinevaluatingeffectiveness,andthelackofdirectconnectionwithacademicimprovement.Intheselectionofwrittenassignments,duetotimeandenergyconstraints,teachersoftenoptforready-madeexercisesratherthantailoringthemtoindividualstudentneeds.Whileassignmentsdoplayaroleinreinforcingknowledgepointsandenhancingproblem-solvingskills,theyposetoomuchdifficultyforstudentswithweakerfoundations,leadingtoineffectivecopingstrategies.Teachersgenerallybelievethatthecurrentassignmentmethodsfailtoeffectivelydevelopstudents'comprehensivelanguageapplicationabilities.Studentsoverlyrelyonwrittenassignmentswhileneglectingtheimportanceoforalpractice,whichmakesthemfeeladisconnectbetweenEnglishlearningandpracticalapplication.Thisisdetrimentaltotheoveralldevelopmentoflanguageskills.Mostteachersbelievethatimplementingtieredhome