Research On The Design Of Biology Homework In Junior High School Based On Community Activities Under The Perspective Of Core Competencies

Providing realistic homework design is key to effectively alleviate the excessive homework burden on students in the fundamental education system and improve the effectiveness of education.As a common tool used to reinforce and strengthen classroom teaching,homework focuses on the reinforcement and confirmation of classroom knowledge and skills,mainly in the form of written homework.However,homework designed based on teaching perspectives narrows the function of homework and is not conducive to the development of core competencies.In the reform of basic education,high-quality homework is a core issue in implementing core competencies.The "Two Reductions" policy,which focuses on homework,strongly requires homework to reflect the direction of comprehensive education,and should be designed scientifically from the perspective of reducing homework load.The flexibility of social activities can meet the diverse design needs of homework,providing an excellent foundation for homework design.Therefore,high school biology homework designed based on core competencies in the context of social activities can meet the needs of core competencies development,and this homework design research has its own unique theoretical and practical values.This study focuses on "designing high school biology homework based on core competencies in the context of social activities" as the main issue and explores the problem of current homework design.Firstly,through literature research,the current research status and progress in related fields at home and abroad are understood,and the key issues of this study are proposed.Secondly,core concepts are defined and the theoretical foundation of this study is established,at the same time,the current situation and development needs of high school biology homework and homework design are studied,and an overall analysis is conducted.Then,based on core competencies,the content of teaching materials,and social activities as a foundation,the concept,principle,and strategy of homework design are proposed,and a relatively complete framework of high school biology homework design based on core competencies in the context of social activities is constructed.Finally,based on the preparation of the research,specific examples of homework design are designed for specific teaching content,hoping to solve the key issues of this study.Full text focuses on the main topic of "How to design junior high school biology homework based on club activities from the perspective of core competencies in the subject".This study adopts the following methods to conduct research:literature research,questionnaire survey,case study analysis,comparative experiment.Through this study,with the aim of achieving the following research objectives: to design a theoretical framework for homework design based on club activities from the perspective of core competencies,and to design homework cases using club activities as the medium for specific learning content and analyze their design ideas,And through comparative experimental methods to test the implementation effect of homework based on club activities,reflect on various aspects of homework design,modify and improve homework cases,provide feasible references for finding homework design from the perspective of club activities.The main research results are as follows:The questionnaire survey results show that the existing high school biology homework has the following problems:(1)students’ attitudes towards biology homework are relatively negative;(2)the biology homework students cultivate core competencies is insufficient;(3)the types of biology homework are single;(4)the scientific rationality of biology homework is low.The teacher’s questionnaire survey results show that the current situation of homework design:(1)teachers attach too much importance to homework design,investing little time;(2)the design form of homework is single,emphasizing the development of core competencies;(3)teachers rarely use social activities as a platform to design homework.Based on the teaching materials,and combined with the constructed homework design theory framework,4 categories and 13 sub-categories of homework cases are designed for different teaching materials,using "biotic and abiotic factors form an ecosystem" as an example,to display the detailed information of teaching time homework design,providing real and effective reference information for future teaching.Through teaching practice,the overall performance and core competencies of students in the experimental class has been significantly improved,indicating that biology homework based on club activities can pay more attention to students’ development,and high-quality homework can help students jump out of the programmed thinking mode,thereby promoting the development of core competencies.This study has formed the following research conclusions:(1)The traditional junior high school biology homework model narrows the function of homework;(2)Summarize the theoretical framework for designing junior high school biology homework,which is conducive to scientifically and effectively guiding homework design at the theoretical level and improving the quality of homework.(3)Multiple cases of club activity homework based on classification design provide practical reference for the design of club activity homework from the perspective of competencies.(4)Completing biology homework through club activities has a positive impact on improving core competencies.This article focuses on the core competencies of social activities and takes the context of high school biology homework as a starting point,addressing the current problems of homework design.A theory of high school biology homework design based on core competencies in the context of social activities is constructed,integrating regular homework into social activities and designing it scientifically and effectively.After a period of time,the homework designed through social activities can significantly improve students’ academic performance and their scientific competencies,providing a targeted and useful case for high school biology teaching.