The Practical Research On "Graded" Design Of Junior High School Biology Homework

Under the new vision of curriculum reform,junior high school biology teaching is accompanied by many reforms such as the renewal of teaching concepts,the change of teaching methods and the optimization of teaching process.At the same time,homework is also one of the links in biology teaching.It is the pivot point of bilateral activities of " teaching" and " learning".It bears direct feedback on teaching effect and is also a direct platform for consolidating and applying classroom knowledge.The author found in the educational research work that the completion of junior high school biology homework was not very satisfactory,and many problems such as untimely submission of biology homework,serious polarization of accuracy rate,too many questions,single questions and so on were frequently exposed.Therefore,while optimizing classroom teaching,it is also urgent to optimize the design of traditional homework.Therefore,the research of this topic aims to implement the teaching concept of " facing all students" in the curriculum reform.Through the analysis of the investigation status of biology homework in the 630 Middle School in yanliang district City of Xi 'an,the junior high school biology homework is optimized,and the " graded" design and layout research of homework are carried out for students with different cognitive abilities,so as to give full play to the direct role of homework in biology teaching and provide reference for the teaching of first-line biology teachers.In order to change the current situation of homework,the author,through communication and discussion with teachers and first-line biology teachers,takes the three main lines of educational theory as the basis,actual investigation as the basis,and practical teaching as the purpose as the breakthrough point for the " grading" design and layout of homework.For this reason,the main research work of this paper is as follows: First,the research background and current research situation at home and abroad are analyzed in detail through consulting relevant literature materials,and the research ideas and methods of this paper are formulated,and the significance of the research subject is expounded from the two levels of students and teachers respectively;Secondly,it defines the core concepts of homework,homework after class and homework design.At the same time,it takes the education theories such as the theory of the zone of proximal development as the theoretical basis of this article,and discusses the new policy of compulsory education biology curriculum standard and compulsory education examination reform as the policy basis of this article.Thirdly,one of the cores of this research is to use " triangle mutual authentication method" to carry out questionnaire survey and interview communication on the current situation of biology teaching and homework design and arrangement in junior high school in yanliang district 630 Middle School in Xi 'an.The questionnaire survey for students and teachers and the interview outline for teachers and parents are made from the aspects of the design form,design content,design difficulty and arrangement quantity of homework and the completion of homework.The survey data are collated and analyzed by Excel.Finally,the current situation of homework is summarized from the perspectives of students,teachers and parents.Fourth,according to the investigation and analysis results,it is proposed that the design of junior high school biology homework should be based on curriculum standards,teaching materials and students.We should follow the principles of development,hierarchy,liveliness and moderation.Design types can be divided into three dimensions: written,oral and practical.Fifth,the practical research on the design of " graded" homework,according to the teaching difficulties and different types of homework design A,B,C,D four grades of homework,and then according to the students' biological average scores,students will be divided into four grades to arrange homework of different grade combinations.By selecting Class 3 and Class 5 of Grade 1 of yanliang district 630 Middle School in Xi 'an as experimental classes and control classes,taking " Green Plants in Biosphere" as an example,the effectiveness of " graded" homework design was verified.Compared with the average scores of different ranking stages of unit tests on practical effects,the average scores of 10-35 students in the experimental class are 7 points higher than those in the control class,and the average biological scores of middle-level students are significantly improved.The "graded" homework has the greatest impact on the results of middle-level students.The students are more interested in biological learning and can obtain a sense of achievement and pleasure in biological learning.Therefore,the teaching should go deep into three stages: the analysis of students and teaching materials before class,the guidance and teaching of knowledge in class,and the optimization design and arrangement of homework after class,so that each link of teaching is closely linked and complements each other.