Practice Research Of Long-term Assignments In Elementary School In The Post-epidemic Period

The novel coronavirus pneumonia epidemic has had a profound impact on education,and China has entered a "post-epidemic era".The epidemic may break out on a small scale due to seasonal changes.Schools have to carry out online teaching due to the epidemic,and the efficiency of students studying at home cannot be guaranteed.Therefore,in the post-pandemic era,school education faces many new problems and challenges.In July 2021,the Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students in Compulsory Education(hereinafter referred to as "Double Reduction")proposed to "comprehensively reduce the total amount and length of homework,so as to reduce the heavy homework burden of students".The refinement of the Science Curriculum Standards for Compulsory Education issued in 2022 has deepened the requirements for the development of students’ core literacy.However,as the primary school science curriculum has been in an awkward position of "marginalization" for a long time,students’ basic knowledge and skills are difficult to be effectively cultivated and developed,and the requirements of the new curriculum standards cannot be implemented.The "long period work" in the textbook contains a number of practical exploration activities,which reduces the mechanical and repeated written tasks,so as to cultivate students’ comprehensive practical ability in many aspects.As the expansion and extension of science classroom,long-period homework is not only a learning way for students to conduct scientific inquiry at home in the post-epidemic era,but also an effective way to cultivate students’ core literacy under the "double reduction" policy.However,due to various reasons,the long-cycle operation has always been a mere formality and has not achieved actual results.Therefore,how to design and implement long-period homework is an urgent problem to be solved in teaching practice.Based on humanistic learning theory,constructivism learning theory and multiple intelligences theory,this thesis uses literature analysis,interview,questionnaire and other research methods to understand the current situation of the development of science long-cycle homework in primary schools,summarizes the existing problems,and analyzes the causes of the problems from the aspects of students,teachers and parents.This thesis focuses on the design and implementation strategies of long cycle operations,and uses these strategies to optimize the practice process of long cycle operations.Finally,through the comparative experiment method,it is verified that the long period of homework has a positive effect on the development of students’ core literacy.The research results show that many primary school science teachers make hasty work in the design and arrangement of long-period homework,lack the consciousness of overall planning of homework,and lack of supervision and guidance in the process of homework,leading to students in the completion of long-period homework is sloppy and ineffective.Based on this,this study proposes the following strategies on how to effectively carry out the long period homework of primary school science: In the aspect of the design of long period homework,it should be student-oriented,attach importance to the interest and hierarchy of long period homework,stimulate the interest of students,and ensure to meet the learning needs of different students;Emphasis should be placed on the openness and inquiry of long period homework,and the educational value of long period homework in primary school science should be fully implemented.As for the assignment of long-cycle assignments,teachers are required to help students build a team and ensure that every student participates in the assignment.We should pay attention to the overall planning of the long-cycle homework process according to the teaching arrangement,consider the unexpected factors in advance,reserve enough time,and distribute the homework plan and evaluation scale to students in advance,so as to realize the incentive effect of evaluation.At the same time,according to the hierarchical design of the long period of work to arrange,adapt to students’ learning ability.In the evaluation of long period work,multiple evaluation should be carried out according to the requirements of core literacy in the curriculum standards.And the use of self-evaluation,other evaluation methods to promote students to actively listen to others’ opinions,multi-angle thinking;Teachers should also try their best to use motivational evaluation language to give students a sense of achievement and stimulate their interest in learning.At the same time,it should be noted that the evaluation scale is not immutable,and teachers can make appropriate modifications according to the actual situation of students in the practice process.Based on this,this study applies corresponding strategies and takes "Seed Germination Experiment" and "Growth of Mung Bean seedlings" in the second volume of Science Grade 5 of Education Edition Primary School as examples to study.Through comparative experiments,it shows that long-period homework has a positive impact on the development of students’ core literacy.