Design And Practice Analysis Of Stratified Homework In Junior High School Biology Teaching

Since the curriculum reform,there has been a great breakthrough and optimization in the teaching concept,teaching methods and teaching process of biology in junior middle school.The society,schools and families are also widely concerned about the new teaching concept,teaching method and process,but pay less attention to the homework.In fact,biology homework plays an important role in biology teaching.It is a learning task assigned by biology teachers to students in their spare time according to the class content.Completing the homework can help students check the effect of learning in time,deepen the understanding and memory of knowledge,improve the thinking ability of the subject and accumulate materials for review.Homework can also play an important role in the cultivation of students’ core literacy.The new curriculum standard requires that we give consideration to the development of all students in the teaching process.In order to achieve this goal,we must respect the individual difference of students.In the process of biology teaching,although students are in the same classroom,there are some differences in learning.In order to improve every junior high school student’s biological achievement and core literacy,we can implement hierarchical teaching in biology.First of all,the biology homework is designed hierarchically,so as to better guide the hierarchical teaching design of each process in biology teaching.Therefore,from the perspective of students’ personal development,this study proposes the form of implementing hierarchical homework in junior high school biology teaching,and after practice,through testing and analyzing the effect of hierarchical homework design on students’ interest in learning biology,improving their academic performance in biology and improving their core literacy.First of all,the author collected a large number of relevant literature.Then the author did a deep research on the connotation and theory of hierarchical homework design in junior high school biology teaching.Through the analysis of relevant literature,the author had a general idea of the founding of foreign research.In their eyes,the use of hierarchical homework can effectively improve students’ interest in learning and promote students’ academic performance.However,in the actual teaching process,how to grasp the amount of homework needs to be concluded from teaching experience.There are no effective suggestions on how to carry out stratified homework.And there are even fewer studies on stratified homework in junior high school biology.The domestic research on homework and practice is mainly to expose the problems and analyze the reasons.The research on homework in China is relatively late,and lacks in-depth and systematic research.Although the research on homework in our country has achieved some excellent results.However,in the rural junior middle schools in underdeveloped areas,the feasibility of implementation is small and the implementation rate is low.It is undeniable that there is still a very broad space for exploration in the field of homework research.The author mainly uses the methods of questionnaire survey and interview,taking the students and teachers of Yuhe Middle School in Zhongjiang county as the subjects.The author designs the student questionnaire survey and teacher interview by referring to the relevant literature.Then the author analyzes the reliability and validity of the designed questionnaire.And then the author investigates the current situation of the design and arrangement of stratified biology homework in junior high school.Through SPSS data analysis of the survey data,the author finds some problems.Then according to the problems found in the survey combined with literature analysis,this paper puts forward a layered biological homework design suitable for Yuhe Middle School,and uses the experimental method to carry out practical research in Yuhe Middle School.The author takes the four classes of Yuhe middle school in 2020 as the experimental objects.Class 3 and Class 4 are the experimental group.The layered operation implementation method is adopted in these two classes.Class 6 and Class 8 are the control group.The traditional homework(unified workbook)implementation method is used in these two classes.Among them,Students in Class 3 and Class 6 behave better than students in Class 4 and Class 8.After one and a half years of experimental process,the author takes monthly examination before and after the implementation of stratified homework as the reference standard.And then the author uses the SPSS to analysis the data.It is found that the average scores of the classes with stratified homework are higher than those of the classes without stratified homework,and the rate of excellent students and the passing rate are higher,and the interest in learning is higher.Form the Five-level scale of questionnaire survey after the implementation of stratified operation,the author also finds that the average score of the experimental class is higher than that of the control class.From the point of view of homework handed in at ordinary times,the completion rate of homework in the class with stratified homework is higher than that in the control class.Through the author’s research,it can be concluded that the implementation of hierarchical homework can not only improve students’ interest in learning biology,but also improve their academic performance and enhance their core biological literacy.