Research on the Method and Path to Effectively Improve the Actual Effect of the Hierarchical Arrangement of the Junior High School History Homework under the Background of “Double Reduction”

Abstract

In the past junior high schools, almost every teacher in the history subject needs to assign a varying amount of homework to the students in the class after the class is over. Even though there are differences in the teaching content of various subjects, but under the influence of traditional teaching concepts, the forms of assignments for all subject teachers are the same, and most of them require students to copy, recite, and dictate what they have learned. In addition, when teachers assign homework to students, they usually fail to fully consider the differences between students. Under such a homework assignment model, students are bound to gradually lose interest in the learning process of history in junior high school. At the same time, it is easy to be suppressed by too much homework, which affects its own physical fitness. Based on the implementation of the current “double reduction” policy, this article discusses the relevant practices of the hierarchical assignment of history subjects, in order to promote the effective improvement of the teaching efficiency of history subjects.