| Assignments are an important part of the whole teaching process and have an important status.There is a close relationship between homework and teaching,and homework and classroom teaching complement each other and jointly promote the achievement of teaching goals.Knowledge is power and ability is competence.In the fast-changing information age,knowledge is updated rapidly,which requires our students to have various abilities.How to assign effective homework in this context,and what is effective homework,need us to think carefully.Both homework and teaching should be oriented to promote students’ development,so that students can consolidate their knowledge,gain the ability to develop independently and promote the development of comprehensive abilities in the process of doing homework.So assignments that really promote students’ overall development are the ones that are effective in the long run.In this study,we surveyed students and teachers in the senior class of the internship school to understand the current status of high school biology homework,and found that teachers and students have insufficient knowledge about homework,the content of homework is lacking,the type of homework is single,homework lacks hierarchy,the evaluation of homework is missing,and the feedback is not obvious.Based on the results of the survey on the current situation of high school biology homework and the analysis of literature,the optimal strategies for the design of unit homework are proposed: the purpose and function of unit homework should be developmental,the content of homework should be consistent with the teaching content,the level should reflect stratification,the type should strive for diversity,the time of unit homework should be reasonably arranged,and the evaluation of unit homework should reflect pluralism.We will discuss the design of unit assignments,optimize the design of unit assignments from the pre-class,classroom,post-class and unit review,and put the designed unit assignment cases into teaching practice.The author discusses the practical effects of the unit assignments through a before-and-after comparison of the biology scores of the experimental and control classes,combined with the students’ homework and the results of the interviews with the student representatives of the experimental classes.The optimally designed unit assignments were found to be helpful in improving students’ biology performance,and the following conclusions were drawn:(1)unit assignments can cultivate students’ interest and improve their motivation to learn;(2)unit assignments can promote students’ knowledge mastery and improve their academic performance;(3)unit assignments are helpful in cultivating students’ comprehensive ability and promoting their overall development;(4)reasonable and appropriate unit assignments can help to achieve quantity reduction and quality increase.The optimization strategies and ideas of unit assignments proposed in this study,as well as the conclusions drawn,provide references for front-line high school biology teachers’ teaching. |
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