Design And Practice Of Biology Homework In Junior High School Based On Project-based Learning

The "double reduction" policy issued in July 2021 clearly proposes to comprehensively reduce the total amount and duration of homework,and reduce the burden of students’ overweight homework.As an autonomous learning activity for students after class,homework is a necessary way to consolidate and extend classroom learning and develop comprehensive abilities.Therefore,properly handling "subtraction" and "addition" in education and ensuring that students "reduce their burdens without reducing their abilities" are the key to ensuring the quality of education during the implementation of the "double reduction" policy.Project-based learning is driven by project tasks,which can stimulate students to actively explore and contribute to the cultivation of core literacy.Therefore,this study intends to design biology homework after class based on project-based learning,in order to help students change their concept of homework as a task,assist students to actively transfer classroom learning content into a new context of after-school inquiry activities,and thereby achieve an effective transformation of "reducing burden and improving quality" of homework after class.This study first reviewed the relevant literature of project-based learning and project-based homework through the literature research method,combed the research status at home and abroad,and combined with the questionnaire survey to understand the current situation of junior high school biology homework and students’ cognition of project-based learning.Then analyze the project-based learning process,and put forward the design principles and operation process of project-based homework based on the characteristics of biology teaching and homework design in junior high school.Finally,take the learning theme proposed in the 2022 curriculum standard as the unit to design project-based homework,implement and test the learning effect.The research results show that the current amount of homework in junior high school biology is appropriate,but the types of homework and evaluation methods are single,and the application of project based homework is not widespread.However,students are very interested in this and prefer to learn by doing;The project based learning homework design principles and operating procedures constructed in this study are feasible in junior high school biology teaching.Compared to traditional homework,project based homework is more conducive to cultivating students’ problem-solving abilities.To sum up,this study optimizes homework after class based on project-based learning,constructs the design principles and processes of project-based biology homework in junior high school,and enriches theoretical research.At the same time,under the guidance of theory,the project-based homework practice was carried out,and the process of continuous reflection and improvement,which verified the feasibility and value of project-based homework in junior high school biology teaching from the theoretical and practical levels,and could provide theoretical support and practical experience for relevant research.