Under China’s “Double Reduction” policy, enhancing the quality of homework has become an ongoing focus, yet approaches to innovating homework forms to align with English subject core competencies require further exploration. Currently, some problems in high school English homework, like no clear objectives, without extension activities and flexible evaluation methods, limit the cultivation of students’ awareness of a community with a shared future of mankind. Based on a project-based learning approach, this study analyses the feasibility and key components of project-based homework design. Focusing on the preparation, design, and evaluation stages of homework, it refines holistic unit teaching goals, structures project-based homework tasks, and implements the integration of teaching, learning, and evaluation to improve homework quality and foster students’ awareness of a shared social destiny.

Jinfei Zhu, Siyi Qin. Holistic Unit Homework Design in High School English: Cultivating a Sense of Community with a Shared Future through a Project-based Learning Approach. Frontiers in Educational Research (2024) Vol. 7, Issue 11: 164-170. https://doi.org/10.25236/FER.2024.071126.

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