| In the context of exam oriented education,the situation of students varies,but they are faced with consistent teaching.Many students cannot receive timely feedback and solutions to their problems,and their abilities cannot be well developed,ultimately leading them to become "students with learning disabilities.".To solve this problem,it is necessary to implement personalized teaching and homework,and "tailor the medicine to the case" for each student’s problems.This study is mainly based on Bloom’s mastery learning theory,attempting to improve existing senior high school physics assignments to enable different students to achieve mastery levels of knowledge.Firstly,by reviewing relevant materials,a literature review is conducted on the current research status of mastering learning theories and improving physics homework at home and abroad,and relevant concepts are defined to discuss the theoretical basis of the research.Secondly,develop and distribute a survey questionnaire on senior high school physics homework,conduct in-depth interviews with students on the feedback questions,and understand their psychological state,problem-solving habits,and difficulties when completing homework.So as to determine the design points of mastery based homework.Once again,based on the mastery of learning theory,select Chapter 3 "Interaction Forces" of the 2019 edition of the People’s Education Press as a compulsory course,design a total of five mastery based homework cases,and implement the assignments in the first year of senior high school.Finally,based on the completion of mastery based assignments and students’ exam scores,analyze and evaluate the promoting effect of mastery based assignments on students.Study has shown that for students’ hidden academic problems,detailed mastery based homework reflects a powerful "warning" effect.In the future,mastery based homework will inevitably be able to explore more functions and ultimately be truly applied to reallife teaching,enabling students’ abilities to grow in all aspects. |
