Design And Practice Of High School Biology Homework Under The Concept Of "Double Reduction"

Under the concept of "double reduction" and the new college entrance examination model,teachers assign homework to students not only to consolidate subject knowledge,but also to cultivate key subject abilities and core subject literacy.The "double reduction" homework for high school biology in this study refers to the reduction of the number of homework exercises and the time for students to complete homework exercises,improving the quality of homework content,using different evaluation methods to promote effective feedback on students’ learning situation,and improving teaching effectiveness.This study conducted a literature review on the concepts and theories related to the "double reduction" homework.By using literature analysis,student questionnaires,and teacher interviews to investigate the current situation of high school biology homework,the results show that there are the following problems in the current homework:(1)there are differences in students’ attitudes towards selected and non selected subject assignments;(2)students have less time allocated to biology assignments;(3)narrow understanding of homework functions by teachers and students;(4)lack of targeted homework assignments;(5)job guidance and evaluation lack personalization.Based on literature research and a survey of the current situation of homework,the design of the "double reduction" after-school homework mode for this study is as follows:based on the core competencies of the biology discipline,set homework goals;Integrating life situations into the background of the topic;Compile hierarchical mandatory and optional content;Design various forms of homework content such as practical and language expression in the selection,knowledge sorting,and brainstorming stages;Provide effective learning feedback through self reflection and multiple evaluation methods.The teaching practice of "double reduction" homework for senior high school students is carried out using comparative research method.The "double reduction" homework is implemented in the experimental class,and the traditional homework is implemented in the control class.After conducting a survey questionnaire post test and a biology subject test on students,it was found that 96.16% of students in the experimental class believed that the "double reduction" homework was helpful for their learning,and 92.31% of students expressed willingness to continue experiencing the homework mode,indicating their recognition and expectation of the "double reduction" homework.The summary of the practical effects of this study is as follows:(1)students’ enthusiasm for biology learning has increased,and their initiative to complete homework has increased;(2)improve the understanding of homework and reduce the completion time of homework exercises;(3)improving academic performance in the field of biology;(4)the diversified functions of homework after class promote students’ comprehensive development;(5)promote the professional development of subject teachers.Therefore,the following suggestions are proposed for the practice of "double reduction" homework teaching:(1)attach importance to learning situation and scientific design;(2)teachers should improve their professional comprehensive literacy;(3)actively leverage the teacher’s "guidance" function to cultivate students’ good learning strategies;(4)strengthen supervision and face up to students’ differentiated development;(5)create a positive atmosphere and build a harmonious learning environment.