Research On Homework Design Strategy For High School Ideological And Political Courses From The Perspective Of Big Idea

Assignment design is an effective way to reduce the burden of homework by improving the quality of assignments.For a long time,homework design has been neglected in everyday teaching,but in fact,it is a key part of curriculum teaching and assessment,an important link between teachers’ teaching and students’ learning,and an important position for developing students’ core literacy.The nature of the subject of ideology and politics as a moral education determines that the design of homework cannot be centred on knowledge alone.The new structure of the teaching materials for senior secondary Civics and Politics already highlights the big idea of the subject,and the academic quality levels in the curriculum standards provide the basis for the design of big concept assignments.The development of students’ thinking skills at the senior secondary level also supports the design of Big idea assignments.Therefore,using the Big idea as the ’anchor’ for assignment design has become an important model for improving the quality of assignment design and reducing students’ workload.Big idea are the main ideas and central thoughts of a subject,the key idea and core ways of thinking at a deeper level of subject knowledge,the main ideas and structures of thinking that reflect the subject and point directly to the core content of the subject,and the curriculum blocks that can be widely transferred and used by students.They can be divided into different levels,such as ideological and political subject big idea,unit big idea and lesson big idea,which can play the role of unifying fragmented knowledge and promoting "collaborative thinking" and interpretation.The design of Civics assignments in the context of the Big idea follows the theoretical guidance of Marxist theory of comprehensive human development and the dialectical relationship between knowledge and practice,and also extensively incorporates the results of modern pedagogy such as Bruner’s cognitive structure learning theory.It is conducive to the formation of knowledge structures for students and is in line with the reform direction of integrating teaching and assessment in education.In its specific application,it must highlight the characteristics of Civics and meet the requirements of gradation,continuity and assessment hierarchy.The findings show that the current design of homework assignments in high school Civics classes has problems such as unclear design objectives,large homework capacity,lack of self-initiated topics,types that are mainly recited and copied,and lack of hierarchy in design.These problems are mainly due to: teachers’ lack of in-depth understanding of the conceptual level of the curriculum;lack of hierarchical design of assignment types in the conceptual context;lack of vertical and horizontal linkage of assignment contents in the conceptual context;and assignment evaluation methods that do not meet the requirements of hierarchical evaluation in the conceptual context.In view of these problems and their causes,we can propose specific strategies for designing assignments in senior secondary school Civics classes based on big idea.Firstly,through the analysis of curriculum standards,textbook contents and students’ learning situations,the big idea are refined,and then the assignment objectives system is constructed by pointing to the big idea,forming a target system with the big idea as the core,establishing the subject big concept teaching objectives,unit assignment objectives and lesson assignment objectives,and on this basis,optimising the assignment design objectives according to students’ learning situations.Secondly,around the big idea,the knowledge hierarchy is divided so that the subject content is graded,and the graded homework is designed from easy to difficult based on the graded subject content.Again,it is necessary to create structured and authentic task situations and to design sequential tasks.Finally,it is important to design a graded assessment model that reflects the level of understanding of broad idea and tests the effectiveness of deep learning.When creating the lesson plan,you can follow the basic procedures of refining the big idea,constructing knowledge units around the big idea,defining the objectives of the assignment design by pointing to the big idea,constructing graded and sequenced big concept tasks and designing graded assignment assessment objectives.