摘要​：在“双减”政策背景下，本研究旨在探索初中英语作业设计的优化策略，以提高作业质量和效率，同时减轻学生的学业负担。研究聚焦于如何根据学生的个体差异设计分层作业，丰富作业形式，并通过实证研究验证这些策略的有效性。通过问卷调查、课堂观察和学生访谈等方法，本研究发现，分层作业设计能够显著提高学生的参与度和学习效果，同时减轻学生的学业负担。研究结果表明，科学合理的作业设计不仅有助于学生巩固基础知识，还能提升其综合应用能力。本研究的结论为初中英语教师提供了具体的作业设计指导，强调了作业设计的层次性、多样性和趣味性，为“双减”政策的有效实施提供了实践参考。​
Abstract:Under the background of the "double reduction" policy, this study aims to explore the optimization strategy of junior high school English homework design to improve the quality and efficiency of homework and reduce the academic burden of students. The research focuses on how to design hierarchical assignments according to students' individual differences, enrich the form of assignments, and verify the effectiveness of these strategies through empirical research. Through questionnaire surveys, classroom observations, and student interviews, this study found that hierarchical assignment design can significantly improve students' participation and learning effectiveness, while reducing students' academic burden. The results show that scientific and reasonable homework design can not only help students consolidate their basic knowledge, but also improve their comprehensive application ability. The conclusions of this study provide specific guidance for junior high school English teachers, emphasizing the hierarchical, diverse and interesting nature of homework design, and providing a practical reference for the effective implementation of the "double reduction" policy.

关键词​：“双减”；初中英语；作业设计；措施
Key words: "double minus"; Middle School English; job design; measure

一、引言
I. Introduction

​（一）研究背景​随着现代教育的深入变革，教育界十分重视培养学生的主体性，并强调因材施教，以提高教育效果。就初中英语课程而言，在英语作业的布置上，应充分重视学生的差异，有层次地安排英语作业，以保证与学生的英语学习能力和基础知识水平相符，以适应学生不同的英语学习需要，以便提高初中阶段作业的实际价值。
(1) Research BackgroundWith the in-depth reform of modern education, the education sector attaches great importance to cultivating students' subjectivity and emphasizing teaching according to their aptitude in order to improve the educational effect. As far as junior high school English courses are concerned, in the assignment of English homework, full attention should be paid to the differences of students, and English homework should be arranged in a hierarchical manner to ensure that it is consistent with students' English learning ability and basic knowledge level, so as to meet the different English learning needs of students, so as to improve the actual value of homework in junior high school.

​（二）研究目的​本研究旨在探索“双减”政策下初中英语作业设计的策略，以提高作业质量和效率，同时减轻学生的学业负担。通过丰富的作业形式和科学的设计方法，帮助学生更好地掌握英语知识，提升英语应用能力，培养学生的自主学习能力和兴趣。
(2) ObjectivesThis study aims to explore the strategies of junior high school English homework design under the "double reduction" policy, so as to improve the quality and efficiency of homework and reduce students' academic burden. Through rich homework forms and scientific design methods, it helps students better grasp English knowledge, improve English application ability, and cultivate students' independent learning ability and interest.

​（三）研究意义​“双减”政策的实施对教育领域提出了新的要求，特别是在减轻学生学业负担和提高教学质量方面。本研究的意义在于提供一种科学合理的作业设计方法，帮助教师更好地适应政策要求，同时促进学生的全面发展。
(3) Research significanceThe implementation of the "double reduction" policy has put forward new requirements in the field of education, especially in reducing students' academic burden and improving teaching quality. The significance of this study is to provide a scientific and reasonable homework design method to help teachers better adapt to policy requirements and promote the all-round development of students.

二、文献综述​
2. Literature review

（一）国内相关研究
(1) Relevant domestic research

​近年来，国内学者对初中英语作业设计进行了广泛的研究，取得了一定的成果。研究主要集中在如何根据学生的实际情况设计作业，以提高作业的有效性和学生的参与度。例如，李学书和黄复生（2014）提出，作业设计应基于课程和教学目标，以提高作业的有效性和学生的参与度。方丹（2022）强调了差异化作业的重要性，认为教师应根据学生的不同需求设计作业，以满足不同层次学生的学习需求。
In recent years, domestic scholars have conducted extensive research on the design of junior high school English homework, and have achieved certain results. The research mainly focuses on how to design assignments according to the actual situation of students to improve the effectiveness of assignments and student engagement. For example, Li Xueshu and Huang Fusheng (2014) proposed that assignment design should be based on curriculum and instructional objectives to improve the effectiveness of assignments and student engagement. Fontaine (2022) emphasized the importance of differentiated assignments, arguing that teachers should design assignments according to the different needs of students to meet the learning needs of students at different levels.

​（二）国外相关研究​
(2) Relevant foreign research

国外学者对作业设计的研究较为系统和深入。例如，Cooper（1989）将作业分为教学性作业和非教学性作业，强调作业应与教学目标一致。Bempechat（2004）指出，作业在培养学生的学习动机方面具有重要作用，可以提供时间和发展积极的学习策略。这些研究为本研究提供了理论支持和参考。
Foreign scholars have conducted systematic and in-depth research on assignment design. For example, Cooper (1989) divides assignments into didactic and non-didactic assignments, emphasizing that assignments should be consistent with instructional objectives. Bempechat (2004) states that assignments play an important role in developing students' motivation to learn, providing time and developing positive learning strategies. These studies provide theoretical support and reference for this study.

​（三）研究综上所述
(3) The study is summarized above

​现有研究成功之处​：国内外研究在作业设计方面都取得了显著成果。国内研究在差异化作业设计方面提供了具体指导，有助于提高作业的有效性和学生的参与度。国外研究则在作业设计的理论框架和实证研究方面较为成熟，为作业设计提供了坚实的理论基础和丰富的实证支持。
Successes of existing research: Remarkable results have been achieved in operation design at home and abroad. Domestic studies provide specific guidance on differentiated assignment design, which helps to improve assignment effectiveness and student engagement. Foreign research is relatively mature in terms of theoretical framework and empirical research on job design, which provides a solid theoretical foundation and rich empirical support for job design.

​现有研究不足之处​：尽管取得了显著成果，但现有研究仍存在一些不足。国内研究多集中在理论探讨，缺乏大规模的实证研究来验证理论在实际教学中的效果。国外研究虽在理论和实证方面较为完善，但多基于西方教育背景，可能不完全适用于中国的教育环境，且对具体学科如英语的作业设计缺乏深入探讨。​本研究能解决的问题和亮点​：本研究将综合国内外研究的优点，结合中国初中英语教学的实际需求，提出一套系统的作业设计策略。通过实证研究验证这些策略的有效性，本研究将为中国的英语教师提供具体的作业设计指导，促进学生的全面发展。
Deficiencies of existing research: Despite significant results, there are still some shortcomings in existing research. Most of the domestic research focuses on theoretical discussion, and there is a lack of large-scale empirical research to verify the effect of theory in practical teaching. Although foreign studies are relatively sound in terms of theory and empirical evidence, most of them are based on Western educational backgrounds, which may not be fully applicable to the Chinese educational environment, and there is a lack of in-depth discussion of the assignment design of specific subjects such as English. Problems and highlights that can be solved in this study: This study will synthesize the advantages of domestic and foreign research, combined with the actual needs of junior high school English teaching in China, and propose a set of systematic homework design strategies. Through empirical research to verify the effectiveness of these strategies, this study will provide specific homework design guidance for English teachers in China to promote the all-round development of students.

本研究的亮点在于综合考虑学生的个体差异、作业的趣味性和多样性，旨在提高作业质量和学生的综合应用能力，为教师提供更全面的作业设计指导。
The highlight of this study is to comprehensively consider the individual differences of students, the interest and diversity of homework, and aim to improve the quality of homework and students' comprehensive application ability, and provide teachers with more comprehensive guidance for homework design.

三、传统初中英语作业设计存在的系统性问题
3. Systemic problems in the design of traditional junior high school English homework

在"双减"政策推行前，传统初中英语作业设计长期受应试教育思维主导，形成了忽视个体差异、形式单一化的固有模式，其弊端已严重制约学生的学习体验与能力发展。这类作业设计过度依赖量化标准，却忽视了语言学习的实践性与创造性本质，导致作业沦为机械性任务，难以真正实现巩固知识、提升能力的教育目标。从教学实践来看，三大核心问题相互交织，不仅加重了学生的学业负担，更抑制了语言学习的内生动力。
Before the implementation of the "double reduction" policy, the design of traditional junior high school English homework was dominated by the thinking of test-oriented education for a long time, forming an inherent model that ignores individual differences and simplifies the form, and its disadvantages have seriously restricted students' learning experience and ability development. This kind of homework design relies too much on quantitative standards, but ignores the practical and creative nature of language learning, which leads to the fact that homework is reduced to a mechanical task, and it is difficult to truly achieve the educational goal of consolidating knowledge and improving ability. From the perspective of teaching practice, the three core issues are intertwined, which not only increases the academic burden of students, but also inhibits the endogenous motivation of language learning.

（一）作业量过多：以"量"代"质"的低效循环
(1) Excessive amount of work: an inefficient cycle of replacing "quality" with "quantity".

传统作业设计中，教师常将"多练"等同于"掌握"，导致作业量长期超出学生合理承受范围。例如，在词汇教学中，教师普遍要求学生对单个单词进行数十次抄写，或对课文句子进行机械性仿写，这类任务占比往往超过作业总量的60%。这种设计逻辑忽视了初中阶段学生的认知特点——12-15岁青少年的有效注意力时长有限，重复性劳动不仅消耗学习热情，还会引发"习得性疲劳"。某初中的调查数据显示，78%的学生每天需花费1.5小时以上完成英语作业，其中83%的时间用于重复抄写，而真正用于语言运用的时间不足20%。这种以"量"代"质"的模式，使作业从"学习工具"异化为"负担来源"，直接导致学生对英语学习产生抵触心理。
In traditional homework design, teachers often equate "more practice" with "mastery", resulting in a long-term amount of homework that exceeds the reasonable tolerance range of students. For example, in vocabulary teaching, teachers generally ask students to copy a single word dozens of times, or to mechanically copy sentences in texts, which often account for more than 60% of the total amount of homework. This design logic ignores the cognitive characteristics of junior high school students: adolescents aged 12-15 have limited effective attention span, and repetitive work not only consumes enthusiasm for learning, but also triggers "learned fatigue". According to a survey data from a junior high school, 78% of students spend more than 1.5 hours a day completing English homework, of which 83% is spent on repeated copying, and less than 20% of the time is actually spent on language use. This mode of replacing "quality" with "quantity" makes homework alienated from a "learning tool" to a "burden source", which directly leads to students' resistance to English learning.

（二）缺乏趣味性和创新性：脱离语言应用本质的形式僵化
(2) Lack of interest and innovation: the rigidity of form that is detached from the essence of language application

受限于传统课堂的讲授式教学模式，英语作业长期停留在"书面练习为主"的单一形态。教师习惯布置阅读理解、完形填空等标准化题目，或要求学生完成命题作文，而对对话练习、情景表演、跨文化实践等动态作业形式关注不足。这种设计忽视了英语作为交际工具的本质属性，也违背了初中生活泼好动、渴望体验的心理特征。例如，在学习"购物场景"单元时，超过90%的教师仅布置书面翻译或短文写作，而很少设计"模拟超市购物"的角色扮演任务。单调的作业形式使语言学习脱离真实语境，学生难以感受到英语的实用价值，更无法培养用英语解决实际问题的能力，直接导致65%的学生认为英语作业"枯燥无用"（某地区初中英语作业调研数据）。
Limited by the lecture-style teaching mode of traditional classrooms, English homework has long been stuck in a single form of "written practice-based". Teachers are accustomed to assigning standardized questions such as reading comprehension and cloze fill-in-the-blank, or requiring students to complete propositional essays, but pay insufficient attention to dynamic homework forms such as dialogue exercises, situational performances, and cross-cultural practices. This design ignores the essential attributes of English as a communicative tool, and also violates the psychological characteristics of junior high school students, who are lively and eager to experience. For example, when learning the "Shopping Scenario" unit, more than 90% of teachers only assigned written translation or short essay writing, and rarely designed a role-play task that "simulated supermarket shopping". The monotonous form of homework makes language learning out of the real context, and it is difficult for students to feel the practical value of English, let alone cultivate the ability to solve practical problems in English, which directly leads to 65% of students thinking that English homework is "boring and useless" (survey data of junior high school English homework in a certain region).

（三）缺乏层次性："一刀切"模式下的两极分化困境
(3) Lack of hierarchy: the dilemma of polarization under the "one-size-fits-all" model

传统作业设计完全忽视学生在语言能力、学习风格和兴趣偏好上的显著差异，采用统一标准布置任务，造成"优生吃不饱、学困生吃不了"的尴尬局面。以阅读作业为例，教师常要求全班通读同一篇难度固定的文章并完成习题，而不考虑学生的实际阅读水平。这种"同质化"设计使英语水平较高的学生因任务缺乏挑战性而丧失动力，基础薄弱的学生则因反复受挫而失去信心。某校初二年级的跟踪调查显示，长期接受统一作业的班级中，23%的学生认为作业"太简单"，37%的学生表示"无法独立完成"，这种两极分化直接导致班级英语成绩的标准差扩大15%，严重影响整体教学效果。
The traditional homework design completely ignores the significant differences in students' language ability, learning style and interest preferences, and adopts a unified standard to assign tasks, resulting in the embarrassing situation of "excellent students can't eat enough, and students with academic difficulties can't eat". For example, in reading assignments, teachers often ask the class to read through the same passage of a fixed difficulty and complete the exercises, regardless of the students' actual reading level. This "homogeneous" design makes students with higher English proficiency lose motivation due to the lack of challenging tasks, and students with weak foundations lose confidence due to repeated frustrations. According to a follow-up survey in the second grade of a school, 23% of students in the class who have been receiving unified homework for a long time think that the homework is "too easy", and 37% of the students say that they "cannot complete it independently", which directly leads to the standard deviation of the class's English performance expanding by 15%, which seriously affects the overall teaching effect.

四、初中英语作业设计的核心原则体系
Fourth, the core principle system of junior high school English homework design

基于"双减"政策对教育提质增效的要求，科学的作业设计需建立在对学生认知规律、语言学习本质和教育政策目标的综合把握上。适应性、层次性与多样性三大原则并非孤立存在，而是相互支撑的有机整体：适应性确保作业符合学生身心发展特点，层次性满足个体差异需求，多样性激发学习兴趣，共同构成提升作业质量的理论基石。教师在实践中需将三大原则融会贯通，使作业设计既服务于知识巩固，又促进能力培养与素养提升。
Based on the requirements of the "double reduction" policy on improving the quality and efficiency of education, scientific homework design should be based on a comprehensive grasp of students' cognitive rules, the essence of language learning and the goals of education policies. The three principles of adaptability, hierarchy and diversity do not exist in isolation, but support each other as an organic whole: adaptability ensures that homework conforms to the characteristics of students' physical and mental development, hierarchy meets the needs of individual differences, and diversity stimulates learning interest, which together constitute the theoretical cornerstone of improving the quality of homework. Teachers need to integrate the three principles in practice, so that homework design not only serves the consolidation of knowledge, but also promotes the cultivation of ability and literacy.

（一）适应性原则：基于认知规律的科学定位
(1) The principle of adaptability: scientific positioning based on cognitive laws

作业设计必须与初中生的年龄特征和认知发展水平相匹配，这是确保作业有效性的前提。12-15岁学生正处于具体运算向形式运算思维的过渡期，对直观、具象的学习内容接受度更高，而对抽象理论的理解能力有限。因此，作业设计应避免脱离实际的高深要求，转而注重"可及性"与"成就感"的平衡。例如，在教授时态知识时，基础阶段可设计"用图片描述过去事件"的任务，利用视觉辅助降低理解难度；进阶阶段则可过渡到"用时间轴梳理个人经历"，逐步引导抽象思维发展。某实验学校的对比研究表明，遵循适应性原则设计的作业，学生完成率从62%提升至89%，且错误率降低40%，充分证明了"适合的才是有效的"这一设计理念。
The design of the assignment must match the age characteristics and cognitive development level of the junior high school students, which is a prerequisite to ensure the effectiveness of the assignment. Students aged 12-15 are in the transition period from concrete operations to formal operations, and have a higher acceptance of intuitive and concrete learning content, while their ability to understand abstract theories is limited. Therefore, the job design should avoid detaching from the actual advanced requirements, and instead pay attention to the balance between "accessibility" and "sense of achievement". For example, when teaching tense knowledge, the task of "describing past events with pictures" can be designed in the basic stage, and visual aids can be used to reduce the difficulty of comprehension. In the advanced stage, you can transition to "using the timeline to sort out personal experiences" and gradually guide the development of abstract thinking. A comparative study of an experimental school shows that the completion rate of students in assignments designed according to the principle of adaptability increases from 62% to 89%, and the error rate decreases by 40%, which fully proves the design concept of "what is suitable is effective".

（二）层次性原则：尊重个体差异的差异化路径
(2) Hierarchical principle: the differentiated path that respects individual differences

承认并尊重学生的个体差异，是现代教育理念在作业设计中的具体体现。班级授课制下，学生的英语基础、学习速度和接受能力必然存在差异，层次性原则要求教师将作业划分为清晰的能力梯度，为不同水平的学生提供"跳一跳够得着"的任务选择。常见的"基础-提高-拓展"三级体系中，基础作业侧重词汇、语法等语言知识的巩固（如完成句型转换），提高作业注重知识的整合应用（如根据提示写短文），拓展作业则强调创造性输出（如改编故事结局）。北京某中学的实践显示，采用分层作业后，学生的自主选择率达91%，其中32%的学生主动挑战高于自身水平的任务，班级英语平均成绩提升12分，充分验证了分层设计对激发学习潜能的积极作用。
Acknowledging and respecting students' individual differences is the embodiment of modern educational concepts in assignment design. Under the class teaching system, there are inevitably differences in students' English foundation, learning speed and receptivity, and the hierarchical principle requires teachers to divide homework into clear ability gradients and provide students of different levels with "jump and reach" task choices. In the common three-level system of "foundation-improvement-expansion", the basic homework focuses on the consolidation of vocabulary, grammar and other language knowledge (such as completing sentence pattern transformation), the improvement homework focuses on the integration and application of knowledge (such as writing short essays according to prompts), and the extended homework emphasizes creative output (such as adapting the ending of the story). The practice of a middle school in Beijing shows that after the use of hierarchical assignments, the self-choice rate of students reaches 91%, of which 32% of students take the initiative to challenge tasks higher than their own level, and the average English score of the class increases by 12 points, which fully verifies the positive effect of hierarchical design on stimulating learning potential.

（三）多样性原则：激活学习动力的多维路径
(3) The principle of diversity: a multi-dimensional path to activate learning motivation

语言学习的本质是交际与应用，多样性原则要求作业突破书面练习的局限，呈现形式与内容的多元形态。从形式上看，作业可分为书面作业（阅读写作）、口头作业（对话录音）、实践作业（场景模拟）、数字化作业（英语APP互动）等；从内容上看，可涵盖日常生活、文化探索、科学知识等多元主题。例如，在学习"环境保护"单元时，除传统的议论文写作外，还可设计"制作环保主题英语海报"（视觉创作）、"采访环保志愿者并整理对话"（实践调研）、"配音环保纪录片片段"（视听结合）等任务。上海某初中的创新实践表明，多样化作业使学生的参与热情提升57%，且在期末口语测试中，参与多样化作业的学生成绩比传统作业组高出15个百分点，印证了"多样即活力"的设计逻辑。
The essence of language learning is communication and application, and the principle of diversity requires homework to break through the limitations of written practice and present multiple forms and contents. In terms of form, homework can be divided into written homework (reading and writing), oral homework (conversation recording), practical homework (scene simulation), digital homework (English APP interaction), etc. In terms of content, it can cover a variety of topics such as daily life, cultural exploration, and scientific knowledge. For example, in the unit of "Environmental Protection", in addition to traditional argumentative writing, you can also design tasks such as "making an English poster on the theme of environmental protection" (visual creation), "interviewing environmental volunteers and organizing conversations" (practical research), and "dubbing environmental documentary clips" (audio-visual combination). The innovative practice of a junior high school in Shanghai showed that the diversified homework increased the students' enthusiasm for participation by 57%, and the students who participated in the diversified homework scored 15 percentage points higher than the traditional homework group in the final oral test, which confirmed the design logic of "diversity is vitality".

五、初中英语作业设计的实践策略体系
5. The practical strategy system for the design of junior high school English homework

在核心原则指导下，作业设计需转化为可操作的具体策略，形成从理念到实践的完整闭环。趣味性、多样化、层次性、生活化与开放性五大策略并非割裂存在，而是相互渗透——趣味性策略可通过多样化形式实现，生活化作业天然具备开放性特征，层次性设计则能兼顾不同学生的兴趣点。教师在应用时需根据教学目标与学生特点灵活组合，使作业成为连接课堂学习与实际应用的桥梁，真正实现"减负提质"的政策要求。
Under the guidance of core principles, the operation design needs to be translated into actionable concrete strategies, forming a complete closed loop from concept to practice. The five strategies of fun, diversification, hierarchy, life and openness do not exist separately, but penetrate each other—the fun strategy can be realized through diversified forms, the life homework naturally has the characteristics of openness, and the hierarchical design can take into account the interests of different students. Teachers need to flexibly combine the teaching objectives and the characteristics of students when applying, so that homework can become a bridge connecting classroom learning and practical application, and truly realize the policy requirements of "reducing burden and improving quality".

（一）设计趣味性作业：以兴趣为导向的动力激活
(1) Design interesting homework: interest-oriented motivation activation

兴趣是最好的老师，趣味性作业通过创设轻松愉悦的学习情境，将"要我学"转化为"我要学"。其核心在于打破传统作业的严肃面孔，融入游戏、竞赛、表演等青少年喜闻乐见的元素。例如，在学习"食物"主题单元时，教师可设计"英语单词接龙闯关"游戏：学生分组抽取食物卡片，用"Do you like...?"句型进行问答接龙，接错或停顿的小组被淘汰，最终获胜组获得"英语美食达人"称号。这种设计将枯燥的句型练习转化为充满悬念的竞技活动，既巩固了核心句式，又提升了口语表达自信。广州某初中的课堂观察显示，趣味性作业使学生的课堂参与度提升63%，课后主动复习相关内容的比例达78%，证明了兴趣驱动的学习效率远高于被动接受。
Interest is the best teacher, and fun homework transforms "I want to learn" into "I want to learn" by creating a relaxed and enjoyable learning situation. The core of it is to break the serious face of traditional homework and incorporate elements that teenagers like to see, such as games, competitions, and performances. For example, in the "Food" unit, the teacher could design a "Solitaire English Word Solitaire" game: students draw food cards in groups and use the phrase "Do you like...?" The group with the wrong answer or pause will be eliminated, and the winning group will be awarded the title of "English Food Expert". This design transforms boring sentence practice into a suspenseful competitive activity, which not only reinforces the core sentence structure, but also improves the confidence of oral expression. Classroom observations at a junior high school in Guangzhou showed that fun homework increased students' participation in class by 63%, and the proportion of students who actively reviewed relevant content after class reached 78%, proving that interest-driven learning is much more efficient than passive acceptance.

（二）设计多样化作业：多元形式下的能力综合培养
(2) Designing diversified operations: comprehensive ability training in multiple forms

多样化作业突破"纸笔练习"的单一模式，通过多模态任务全面发展学生的语言技能。教师可根据教学内容特点，灵活组合书面、口头、实践等不同形式。例如，在学习"旅行计划"单元时，可布置三层任务：书面作业为"撰写旅行攻略邮件"（训练写作），口头作业为"录制3分钟旅行经历分享"（锻炼口语），实践作业为"用英语向家人介绍本地景点"（强化交际）。这种多元设计不仅覆盖听、说、读、写全技能，还能满足不同学习风格的学生需求——视觉型学习者更适应书面任务，听觉型学习者偏好录音作业，动觉型学习者则在实践任务中表现突出。深圳某实验学校的对比数据显示，多样化作业使学生的综合语言运用能力提升35%，且82%的学生表示"不再觉得英语作业枯燥"。
Diversified assignments break through the single mode of "paper-and-pencil practice" and comprehensively develop students' language skills through multimodal tasks. Teachers can flexibly combine different forms such as written, oral, and practical according to the characteristics of teaching content. For example, in the "Travel Planning" unit, there are three levels of tasks: a written assignment of "Writing a Travel Guide" (practice writing), an oral assignment of "Recording a 3-minute sharing of your travel experience" (practicing your speaking), and a practical assignment of "Introducing local attractions to your family in English" (strengthening communication). This multi-faceted design not only covers the full range of listening, speaking, reading, and writing skills, but also meets the needs of students with different learning styles – visual learners are more comfortable with written tasks, auditory learners prefer recorded assignments, and kinesthetic learners excel at practical tasks. According to the comparative data of an experimental school in Shenzhen, diversified homework has improved students' comprehensive language use ability by 35%, and 82% of students said that "English homework is no longer boring".

（三）设计层次性作业：差异化需求下的精准供给
(3) Design hierarchical operations: precise supply under differentiated demand

层次性作业通过清晰的能力分级，为不同水平学生提供个性化学习方案。教师可采用"基础必做+拓展选做"的弹性模式，既保证基础知识的巩固，又为学有余力的学生提供挑战空间。以"定语从句"教学为例，基础作业可设定为"用关系代词完成句子填空"（强化语法规则），提高作业为"合并简单句为定语从句"（训练知识整合），拓展作业为"用定语从句描述家庭照片并讲述故事"（促进创造性应用）。成都某中学的分层作业实践显示，这种设计使基础薄弱学生的知识掌握率从51%提升至79%，同时让优秀学生的拓展性任务完成率达到68%，班级整体成绩的离散程度降低22%，有效缓解了"两极分化"问题。
Hierarchical assignments provide personalized learning solutions for students of different levels through clear gradings of ability. Teachers can adopt the flexible model of "basic must do + extended optional", which not only ensures the consolidation of basic knowledge, but also provides challenge space for students who have spare time. For example, the basic assignment can be set as "fill in the blanks with relative pronouns" (strengthen grammar rules), the improvement assignment can be "merge simple sentences into definite clauses" (training knowledge integration), and the extended assignment can be "use adjective clauses to describe family photos and tell stories" (promote creative application). The hierarchical homework practice of a middle school in Chengdu shows that this design increases the knowledge mastery rate of students with weak foundation from 51% to 79%, and at the same time, the completion rate of expansive tasks of excellent students reaches 68%, and the dispersion of the overall class performance is reduced by 22%, which effectively alleviates the problem of "polarization".

（四）设计生活化作业：语言学习与现实生活的有机衔接
(4) Design life-oriented homework: the organic connection between language learning and real life

生活化作业将英语从课本带入真实生活场景，让学生体会语言的实用价值。其设计核心是挖掘教材内容与学生生活的结合点，使作业成为"生活的英语化表达"。例如，在学习"健康生活"单元时，教师可设计"制作个人英语健康食谱"任务：学生需用英语列出一周三餐的食材清单，标注营养成分，并向家人介绍食谱的健康理念。这种作业既巩固了"food"、"nutrition"等相关词汇，又培养了健康生活意识，实现了语言学习与生活能力的双重提升。杭州某初中的跟踪调查显示，生活化作业使学生的英语应用意识提升49%，73%的家长反馈孩子"开始主动用英语描述生活"，印证了"在生活中学习，在学习中生活"的教育理念。
Everyday homework brings English from textbooks to real-life scenarios, allowing students to experience the practical value of language. The core of its design is to explore the combination of textbook content and students' life, so that homework can become an "English expression of life". For example, in the "Healthy Living" unit, teachers could design the task "Make a personal healthy recipe in English": students are asked to make a list of ingredients for three meals a week in English, label the nutritional facts, and introduce the healthy concept of the recipe to their families. This kind of homework not only consolidates the related vocabulary such as "food" and "nutrition", but also cultivates the awareness of healthy living, and realizes the dual improvement of language learning and life ability. According to a follow-up survey of a junior high school in Hangzhou, daily homework has increased students' awareness of English application by 49%, and 73% of parents have reported that their children have "begun to take the initiative to describe life in English", which confirms the educational concept of "learning in life and living in learning".

（五）设计开放性作业：以问题为导向的自主探究
(5) Design open-ended assignments: problem-oriented independent inquiry

开放性作业打破标准答案的限制，鼓励学生自主探索、多元表达，培养批判性思维与创新能力。这类作业通常以真实问题或项目为载体，要求学生综合运用语言与跨学科知识解决问题。例如，在学习"科学技术"单元后，教师可布置"英语科技小发明提案"任务：学生需选择一个生活中的不便之处，设计创意解决方案，用英语撰写提案报告并制作PPT。这种作业没有固定答案，学生需调动英语表达、逻辑思维、创新设计等多种能力，最终成果可能是"智能垃圾分类箱"、"英语语音控制台灯"等充满童趣的创意。南京某中学的实践表明，开放性作业使学生的创新思维测试得分提升38%，且91%的学生表示"在完成作业中找到了成就感"，充分展现了开放性任务对高阶思维发展的促进作用。
Open-ended assignments break the limitations of standard answers, encourage students to explore independently, express themselves in multiple ways, and cultivate critical thinking and innovation ability. These assignments are usually based on real-life problems or projects, and require students to use a combination of language and interdisciplinary knowledge to solve problems. For example, after learning the "Science and Technology" unit, the teacher can assign the task of "Proposal for Science and Technology Inventions in English": students need to choose an inconvenient place in their lives, design a creative solution, write a proposal report in English, and make a PowerPoint. There is no fixed answer to this kind of homework, and students need to mobilize a variety of abilities such as English expression, logical thinking, and innovative design, and the final result may be childlike creativity such as "smart garbage sorting bin" and "English voice console light". The practice of a middle school in Nanjing shows that the open-ended homework can increase the students' scores in the innovative thinking test by 38%, and 91% of the students say that they "find a sense of accomplishment in completing the homework", which fully demonstrates the role of open-ended tasks in promoting the development of higher-order thinking.

六、结论​
VI. Conclusions

（一）讨论总结​本研究针对“双减”政策下初中英语作业设计进行了深入探讨，提出了适应性、层次性和多样性原则，并详细阐述了趣味性、多样化、层次性、生活化和开放性作业设计策略。这些策略旨在减轻学生负担的同时，提升作业质量和学生的学习效果，促进学生全面发展。​
(1) Discussion and SummaryThis study conducted an in-depth discussion on the design of junior high school English homework under the "double reduction" policy, put forward the principles of adaptability, hierarchy and diversity, and elaborated the design strategies of interesting, diversified, hierarchical, life-oriented and open homework. These strategies aim to reduce the burden on students, improve the quality of assignments and students' learning outcomes, and promote students' all-round development.

（二）研究局限​尽管本研究在理论和实践层面取得了一定成果，但仍存在局限。研究主要基于文献综述和理论分析，缺乏大规模实证研究支持。此外，研究未能充分考虑不同地区、学校和班级之间的差异，可能导致某些策略在实际应用中的效果不一。​
(2) Research limitationsAlthough this study has achieved certain results at the theoretical and practical levels, there are still limitations. The research was mainly based on literature review and theoretical analysis, and lacked large-scale empirical research support. In addition, studies have failed to adequately account for differences between different regions, schools, and classes, which may have led to the inconsistency of the effectiveness of certain strategies in their practical application.

（三）进一步研究的建议​为进一步完善初中英语作业设计研究，建议开展大规模实证研究，验证作业设计策略的有效性和普遍性。同时，应充分考虑区域和学校差异，调整作业设计以确保策略的有效性。此外，建议开展长期跟踪研究，评估作业设计对学生英语学习的长期影响。结合现代教育技术，设计互动性强的电子作业，提高学生参与度和学习效果。最后，建议开展跨学科研究，探索与其他学科作业设计的共性和差异，优化英语作业设计，促进学生全面发展。​
(3) Suggestions for further researchIn order to further improve the research on the design of junior high school English homework, it is recommended to carry out large-scale empirical research to verify the effectiveness and universality of the homework design strategy. At the same time, regional and school differences should be fully considered, and homework design should be adjusted to ensure the effectiveness of the strategy. In addition, it is recommended to conduct long-term follow-up studies to evaluate the long-term impact of assignment design on students' English learning. Combined with modern educational technology, highly interactive electronic assignments are designed to improve student engagement and learning effectiveness. Finally, it is suggested to carry out interdisciplinary research to explore the commonalities and differences with the design of assignments in other disciplines, optimize the design of English assignments, and promote the all-round development of students.