英语单元整体教学是以独立单元为基础，以主题意义为导向，通过借助英语学习活动观创设真实情境和任务，引导学生逐步构建结构化知识的过程(王蔷,2021)。这要求教师在教学前梳理单元语篇之间的联系，设计整体教学目标，进行单元整体教学。近几年，英语单元整体教学在不断发展，然而却很少有对应的作业设计。《义务教育英语课程标准(2022年版)》提出：“作业设计要以单元教学目标为基础，兼顾个体差异，把握其难度、内容和数量。”同时，“双减”政策也明确指出高质少量作业设计的重要性。不断发展的单元整体教学理念搭配传统的作业模式，知识点之间缺少内在逻辑性和整体性，从而无法完全实现单元整体教学目标。

为了能够解决这一问题，本研究以广州市某中学初一40名学生作为研究对象，开展两轮为期四个月的基于单元整体教学理念的作业设计的行动研究。运用访谈法了解学生在两轮研究后对作业设计的认识和认可程度、运用问卷调查法进一步了解作业设计对学生自学能力的影响。本研究旨在探索以下问题：如何运用单元整体教学理念进行作业设计促进初中生自学能力的发展？

根据对行动研究前后问卷数据和访谈结果分析以及学生作业案例分析后，可以得出以下结论：单元整体教学指导下的作业设计有利于提高学生在学习动力、策略、过程和结果等方面的英语自学能力。因此，在初中英语教学中开展作业设计，有利于学生系统性整合知识体系。同时教师也能通过作业反馈及时了解学生对单元整体内容的掌握程度，更好地开展和调整教学。

English unit integral teaching is the process of guiding students to construct structured knowledge by creating authentic situations and tasks with English learning activities based on independent units and oriented to thematic meaning (Wang, 2021). This requires teachers to sort out the connections between the unit discourses before teaching, and design the overall teaching objectives. In recent years, English unit integral teaching has been developing, yet there are few corresponding homework designs. The English Curriculum Standards for Compulsory Education (2022) suggests that the homework design should be based on the unit teaching objectives, taking into account individual differences, and grasping its difficulty, content and quantity. Besides, the “Double Reduction” policy also clearly points out the importance of high-quality homework design. The ever-evolving concept of unit integral teaching pairs with the traditional mode of assignments can lead to a lack of logic and wholeness between the knowledge points, thus failing to achieve the unit teaching objectives.

In order to solve this problem, this study takes 40 students in the first year of a junior high school in Guangzhou as research participants and conducts a two-round action research on homework design based on the concept of unit integral teaching for four months. The interview is used to find out students’ recognition of homework design after the two rounds of the study, and the questionnaire is used to point out the impact of homework design on students’ self-learning ability. This study aims to explore the following this issue: How to design English homework under the unit integral teaching concept to improve students’ self-learning ability?

Based on the analysis of the questionnaire and interview results before and after the action research as well as the case study of students’ homework, the following conclusions can be drawn. The design of homework under the concept of unit integral teaching is conducive to improving students’ self-learning ability in terms of motivation, strategy, process and outcome of learning. Therefore, designing English homework in junior high school, allowing students to consolidate knowledge and skills under the unit theme, is conducive to students’ systematic integration of the knowledge system. In addition, teachers can also understand the students’ mastery of the content of the unit through the feedback of homework, so as to better carry out and adjust the teaching.