A Study On The Design And Practice Of Diversified Homework In High School Biology Oriented To Disciplinary Core Competencies

Disciplinary key competencies are gradually developed in the process of subject learning.They are reflected in the values,essential qualities,and key abilities demonstrated when solving real-life problems.It comprehensively reflects students’ knowledge,abilities,emotional attitudes,and values.During new curriculum reform,cultivating key competencies has become the primary basis for teaching objectives and the guiding principle of curriculum teaching.Homework is one of the most effective teaching aids,which is a student-led learning process and a practical approach to cultivate students’ key competencies with significant educational importance.Currently,many educators commonly use the “drill and practice” approach to reinforce knowledge,resulting in a mono form of homework and tedious training that inadvertently increases students’ learning burden,which undermines students’ learning enthusiasm.Therefore,this study aims to cultivate key competencies by changing traditional homework forms and adopting diverse homework designs.By using various homework forms,students’ learning enthusiasm can be enhanced from multiple perspectives,and students’ comprehensive development can be promoted.Thus cultivating students’ key competencies.The main contents of this study include four aspects:(1)Using literature review method to sort out domestic and foreign research on key competencies and homework,clarify the connotation of key competencies and homework design,determine the relevant theoretical basis,and conduct research on this basis.(2)Using questionnaire survey method to determine the status of high school biology students’ homework and teacher’s homework design,and based on this,a diversified homework design system was constructed accordingly.Then,<<Selective Compulsory Course I: Steady-state and Regulation>> was taken as an example to design diversified homework cases for teaching practice.(3)Organizing and carrying out differential teaching between experimental and control classes,introducing diversified homework cases into teaching practice,collecting feedback and reflecting used to modify and improve existing strategies.(4)Using tests to evaluate the mid-term and post-term of the experimental class and control class,checking the changes in students’ key competency and learning situation,to evaluate the achievement of this study.This study has achieved the following results:(1)A complete design system for diversified homework has been constructed through case implementation and reflection,which can provide reference for frontline teachers in the process of homework design.(2)Through educational practice,it has been proven that under the influence of diversified homework forms,there is no significant difference in the first post test scores between the experimental class and the control class,but a trend of progress could be seen.In addition,there was a significant difference between the scores of the second post test(P<0.001),where students’ key competencies in life concepts,scientific exploration,and other aspects were improved,and their interest in learning was significantly enhanced.In summary,the achievements obtained in this study have substantial significance and practical value in promoting students’ learning and development and improving teachers’ teaching effectiveness.