Research On The Design Of Biology Homework In Junior Middle School Based On Core Literacy Under The Background Of "Double Reduction"

With the deepening of education reform,the issue of students’ homework burden is increasingly receiving attention from all sectors of society.The "Opinions on Further Reducing the Homework and Off campus Training Burden of Students in Compulsory Education Stage"(hereinafter referred to as the "Double Reduction" policy)issued by China on July 24,2021 clearly requires a comprehensive reduction in the total amount and duration of homework.Against the backdrop of the national implementation of the "Double Reduction" policy,it is worth exploring how to comply with the requirements of the times to improve the quality of homework design and promote the improvement of students’ core literacy.Firstly,a survey was conducted on the current status of biology homework for 1058 junior middle school students and 83 junior middle school biology teachers from 9 schools at three different levels in Wuhua County,Meizhou City,Guangdong Province.It was found that the main problems in junior middle school biology homework are: the workload is still relatively heavy;the quality of homework needs to be improved;the feedback effect of homework is not high;teachers’ homework design ability needs to be improved;and the value of homework in cultivating students’ core literacy is not reflected enough.The main reasons for analyzing this situation are: teachers have a lack of thorough understanding of the "double reduction" policy;the teacher’s concept of homework design is relatively backward;insufficient professional ability in homework design for teachers;insufficient promotion of school homework design.Furthermore,optimization suggestions were proposed from the county,school,and individual levels: the county should build a good platform and orderly promote homework teaching and research;improve the management mechanism of the school and effectively implement the "Double Reduction" homework;teachers consciously strengthen their learning and continuously improve their professional abilities;change students’ attitudes towards homework and strive to develop core competencies.Secondly,in response to the problem of homework design in reality,a framework for designing junior middle school biology homework based on core competencies in the context of "Double Reduction" was proposed.It is emphasized that homework design should be based on curriculum standards,textbook learning,and core competencies,following the principles of "purposefulness","subjectivity","scientificity","systematicity",and "diversity".Design strategies were proposed,such as "paying attention to student differences and implementing homework stratification" and "strengthening homework connections based on the overall unit" from the perspective of homework burden reduction.Optimization strategies for homework design were proposed from the four dimensions of core biological literacy.A homework design concept was constructed,which includes "grasping the overall direction of homework design from a unit perspective","formulating class hour homework goals based on specific teaching content","coordinating homework content based on goals","designing homework evaluations based on homework types",and "using scales to modify and improve homework design".Finally,two classes with no significant difference in biological core literacy levels were selected for a 3-month homework practice.The experimental class implemented the above-mentioned strategic design homework,while the control class implemented routine homework such as matching exercise books.Through the core literacy level test and the assignment questionnaire survey,the effect of assignment design practice was tested.(1)The post test results of core literacy level showed that the average overall level of biological core literacy in the experimental class was 55.03 points,significantly higher than 49.39 points in the control class(p=0.026).Further analysis of the four dimensions of students’ core biological literacy revealed that the average in the experimental class was higher than that in the control class,and there were significant differences in life concept(p=0.044),scientific thinking(p=0.038),exploratory practice(p=0.048),and responsible attitude(p=0.043).The above homework design strategies have a certain promoting effect on the overall level and four dimensions of students’ core biological literacy.(2)The post test results of the questionnaire indicated that the average homework time of the experimental class students decreased,the homework burden was reduced,and the enthusiasm,conscientiousness,homework interest and learning interest were improved.In summary,it is feasible to use homework to cultivate students’ core biological literacy.The homework design strategy proposed in this thesis provides a certain reference for junior middle school biology homework design.Teachers can scientifically and reasonably design homework from the perspective of core literacy based on teaching practice,so as to better implement core literacy while reducing the burden of homework.