Applied Research On The Characteristic Homework Of Biological Life In High School

The curriculum standards of ordinary high school biology(2017)points out that teachers should pay attention to students' practical experience,let students actively participate in learning,and in the proposition principle points that test materials should be close to actual life,and organize the proposition with real problem situations.It can be seen that it is particularly important to reflect life in the teaching process.As a step in teaching,homework should also reflect life.However,the biology homework in senior high school is mostly completed by students themselves,and the homework is less related to the reality of life and the evaluation method is monotonous.This research will screen and classify the resources of living-specific homework,construct the implementation strategy of high school biology students' living-specific homework,and explore whether living-specific homework can improve students' learning interest,cooperation ability,and academic performance through application in teaching.By interviewing and investigating the teachers and students of the school,we can know the current situation of biology homework in senior high school,we can know that students like homework related to life,and hope that the evaluation methods are diversified,and teachers and students recognize the living-specific homework and support the implementation in teaching.According to the results of the investigation and interview,the implementation strategy of the living-specific homework for senior high school biology students is constructed.In the practice of teaching,the teacher selects the selected and sorted out the living-specific homework according to the teaching situation,designs the specific homework content,and displays it at the beginning of the semester.The students choose the homework in the form of a group and collect and analyze the data to jointly design the work and implement it,then show the results of the assignment in the classroom and conduct a variety of evaluations.This study will be to"making an ecological bottle,and carrying out the corresponding operation and observation " and " Using daily life materials design experiments to verify the phototropism of plants " as a case to show the implementation process of the living-specific homework of multiple lessons and single lessons.After the teaching practice,the author reviews and summarizes the research in time,and puts forward the matters needing attention in the implementation of the living-specific homework.In this study,two classes with similar learning situation,biological learning interest and cooperative ability were selected as experimental class and control class.Living-specific homework were implemented in the experimental classes,and conventional biological assignments were arranged in the control classes for a period of one semester of teaching practice.Through the statistics of the relevant scales and the experimental data of the final results of biology,the experimental data are analyzed by using the software,so as to evaluate the practical effect.The results show that:the experimental class students' interest in learning biology is significantly higher than that of the control class(P<0.05);the experimental class students' cooperation ability is significantly higher than that of the control class(P<0.05),especially in the two dimensions of team identity and communication and negotiation;in terms of academic performance,although there is no significant difference between the two classes as a whole,the scores of the data analysis type questions in the experimental class are significantly higher than those of the control class(P<0.05).It can be seen that living-specific homework links students with their lives,giving students the opportunity to make their own choices,and adopting a variety of evaluation methods to generate students' interest in learning;when students consult and sort out the analysis materials in the form of group cooperation,and then design and complete the homework in combination with life,it promotes the development of students' cooperation ability and helps students to solve the data analysis type questions.This study collects and organizes the resources for the design of living-specific homework,so as to provide a basis for the implementation of living-specific homework,and provides operable teaching materials for frontline teachers.This paper designs the implementation strategy of living-specific homework,and gives some specific cases for reference,further improves the theory of the living-specific homework,and provides more theoretical thinking for teaching.