| For a long time,homework has played a vital role in the curriculum and teaching field.In the context of the global key competencies education,under the realistic situation where people's educational ideas are changing,new educational concepts,teaching ways and methods have received widespread attention from the society,and accordingly new requirements have been put forward for this important link of homework.Biology homework plays an important role in the biology subject.It is a kind of biology task that biology teachers assign to students to complete after class according to certain goals.The quality of their design directly affects the effect of homework implementation.It affects the teaching evaluation of the class and the realization of the curriculum goals,so it has a non-negligible role in the development of the key competencies of students.However,in actual biology homework,front-line teachers mostly design their homework with the consolidation of knowledge as the primary goal,and the form of the homework is single.Most homework is written assignment with exercises.The content of the homework emphasizes the mastery of knowledge.Under the homework design mode,students' interest on learning is not active,and their thinking development is limited,resulting in poor implementation of homework.Therefore,from the perspective of biology key competencies,this paper studies the problems of current junior middle school biology homework in thecultivation of key competencies,hoping to provide some reference for the first-line biology teachers to improve the quality of teacher homework design and the effect of student homework implementation.In the end,the homework achieve the development of students' biology key competencies.Firstly,this article sorts out the relevant literature on the key competencies and homework in China and abroad through literature research.Then,it analyzes the relationship between biology key competencies and biology homework.Finally,it defines the conceptual connotation of the biology key competencies and biology homework,and determines the theoretical basis of this research.Further studying literature,analyzing the connotation of domestic biology competencies and international scientific competencies,combining the domestic key competencies theory systems,the learning psychological characteristics of junior middle school students and the high school biology curriculum standards,preliminarily constructing the theoretical framework of junior middle school biology key competencies,which is mainly composed of "life concept","biological thinking","scientific practice" and "social responsibility".After that,the author investigate the first-line junior middle school biology teachers to the degree of framework identification.Through the statistical analysis of the results,founding that the teachers had high recognition of the content of the framework,which showed thatthe theoretical framework had a good practical basis.Then according to the construction of the junior middle school biology key competencies theory framework,teachers and students were surveyed on the homework design.The results showed that the current homework had the following problems:(1)The students' attitudes towards homework were vague;(2)The teachers do not pay enough attention to homework design,and the time for designing homework is obviously too short;(3)The homework function is weak,the type is single,the arrangement is lack of rationality,and the value of developing the biology key competencies is insufficient;(4)The main purpose of homework design is to consolidate knowledge,the type of homework is mainly written assignments,its diversity is not high,and the degree of self-innovation is low.Starting from the real problems found in the investigation,the author has developed a junior middle school biology homework design framework that based on the biology key competencies,and put forward homework design concepts,principles,strategies and suggestions.This study considers the junior middle school biology homework design from the perspective of the biology key competencies,emphasizing "promoting students to develop biology key competencies","systematic design based on curriculum goals","multiple types of homework for comprehensive training","Situational of homework materials to increase interest" and "Gradient of cognition-based assignment problems";following the five design principles of "purpose," "life," "comprehensive," "subjective," and "scientific." Combining design concepts and design principles,four design strategies are proposed: one is to formulate homework goals based on the biology key competencies as a whole;the other is to reasonably select the homework materials according to the goals;the third is to coordinate the scientific preparation of key elements of the homework to design the content;the fourth is the overall reflection on the design of the homework for subsequent refinement.Aiming at teachers' daily homework design,how to develop the biology key competencies,the author gives the following five suggestions: "reasonably increase the exploration of application-based homework to practically integrate the life concept","carefully design innovative and open homework to actively develop students' biology thinking" "Properly diversify students' homework to effectively promote scientific practice," "Strengthen the integration of reality and participate in homework to guide the cultivation of social responsibility." In addition,this study designed 4 types innovative homework that include 16 categories for different types of homework,including collating knowledge-based homework,research-learning homework,topic-debating homework,science-reading homework,etc."Organisms and environment form an ecosystem" is taken as an example to conduct detailed homework design and contentanalysis.Based on this study,the author hopes that the first-line biology teachers can scientifically and effectively design the normal homework from the perspective of biology key competencies,so as to better implement the biology key competencies in the homework. |
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