“双减”视域下初中英语单元主题活动类作业研究

Research on Themed Unit Activity Assignments for Junior High School English from the Perspective of the “Double Reduction” Policy

摘要: 随着“双减”政策落地实施，义务教育阶段作业改革提出减负增效和提质育人的全新要求。而单元主题教学是落实英语学科核心素养的重要手段，与活动类作业的设计内在逻辑高度契合。本文立足于《义务教育英语课程标准（2022年版）》所体现的课程理念，结合初中英语课堂的实际情境，剖析传统单元作业内容碎片化、形式僵化和缺乏分层梯度和评价单一等突出问题。立足差异化作业、真实性评价、项目式语言学习(PBL)三大前沿理论，依托王蔷英语学习活动观、程晓堂核心素养英语教学理论、王月芬单元作业设计体系，探究单元主题引领下口语表达、主题创作、生活化探究三类分层活动类作业完整设计与实施路径。本文选取人教版九年级Unit 2《I think that mooncakes are delicious!》为完整单元实践范例、配套三层任务清单、标准化实施指导语、配套资源、过程检查节点与多元评价量规，形成一体化可落地方案，明晰本研究理论补充与实践创新价值，以期为初中英语教师开展单元主题活动类作业的设计、实施与评价提供完整、精细化实操参考。

Abstract: With the implementation of the “Double Reduction” policy, new requirements have been put forward for assignments in compulsory education regarding how to achieve burden reduction, efficiency improvement and quality upgrading. Unit-themed teaching serves as a critical approach to cultivating core competencies in the English discipline, and shares inherent consistency with the design of activity-based assignments. This paper is grounded in the curriculum philosophy embodied in the English Curriculum Standards for Compulsory Education (2022 Edition), and integrates the practical context of junior high school English classrooms to analyze prominent problems of traditional unit assignments, including fragmented content, rigid forms and the absence of hierarchical gradients. Based on three cutting-edge theories, namely differentiated assignments, authentic assessment and project-based language learning (PBL), and supported by Wang Qiang’s concept of English learning activities, Cheng Xiaotang’s English teaching theory centered on core competencies, and Wang Yuefen’s unit assignment design system, this study explores the complete design and implementation pathways of three types of layered activity-based assignments guided by unit themes: oral expression, thematic creation and life-oriented inquiry. This paper takes PEP (People’s Education Press) Ninth Grade Unit 2 “I think that mooncakes are delicious!” as a complete unit example, and develops an integrated and implementable scheme equipped with three-tier task lists, standardized implementation instructions, supporting resources, process inspection nodes and multiple evaluation rubrics. This study clarifies its theoretical supplementation and practical innovation value, aiming to provide complete and refined practical references for junior high school English teachers in the design, implementation and assessment of unit theme-based activity-oriented assignments.