High School History Assignment Layered Design Study

The hierarchical design of high school history assignments is based on the differences between students at different levels,and its purpose is to promote the common development of all students.From the perspective of the law of individual physical and mental development,the physical and mental development of students has stages and differences,so teachers cannot engage in "one-size-fits-all" in the teaching process,and the principle of teaching according to aptitude should be implemented in education work,and the assignment of homework should also follow this requirement.From the perspective of the education requirements of the history curriculum,the history course aims to cultivate the core literacy of students,and the homework after class should of course also be carried out around this goal,and the core literacy is divided into different levels to adapt to the differences in the cognitive development of students,which determines that teachers should assign different homework according to the differences of students.In addition,in recent years,the promotion of the new college entrance examination and the use of new history textbooks will certainly have an impact on the design and evaluation of history assignments.Therefore,the hierarchical design of high school history assignments is in line with the trend of education reform,and also has important theoretical and practical significance.This paper mainly studies from the following three aspects:The first part mainly defines the hierarchical design of operations and its related concepts,and explores the theoretical basis and significance of implementing hierarchical operation design.This chapter mainly defines the concepts of homework stratification and homework stratification design,explores the relationship between the two,expounds the theoretical basis of homework stratified design,and further discusses the significance of homework stratified design to promote the growth of teachers and students and the democratization of teaching.The second part conducts practical surveys through questionnaire surveys and teacher interviews to explore the problems existing in the current history homework and find out the factors affecting the hierarchical design of homework.At present,there are problems in the homework of high school history,the outdated homework mode,the lack of student subject status,and the lack of attention to homework.The implementation of the new curriculum reform,the non-intellectual factors of students and the evaluation concept of teachers are the main factors affecting the hierarchical design of homework.The third part mainly discusses the practice of hierarchical design of high school history homework in teaching,mainly covering the following three aspects:First,homework design should follow the principles of difference,development,comprehensiveness and innovation.Second,the hierarchical design of historical homework should follow some strategies,that is,the stratification of homework should reflect the hierarchy of core literacy,based on the evaluation system of the college entrance examination,and the stratification of students needs to formulate reasonable stratification standards,and adhere to the combination of teacher guidance and students’ independent choice.Third,the correction and evaluation of homework should adhere to the combination of quantitative evaluation and qualitative evaluation,as well as the combination of teacher evaluation and student self-evaluation.