Research On High School Biology Open Homework Design

Our country is vigorously promoting quality education and carrying out basic curriculum reform,Homework is an important part of students' independent thinking and learning,many educators pay attention to homework research and improvement.The issuance of the "double reduction policy" in 2021 further set off a wave of research on the reform of homework burden reduction.It is proposed that homework of primary and secondary schools should change from the normal situation of sea tactics and boring content,cultivate students' interest in learning and hobbies,and focus on improving students' practical ability to solve problems.Open homework is characterized by various styles,no uniform standard answers,diversified evaluation methods and so on.The study of open homework helps students to exercise their thinking and ability to solve problems by linking biology with life,and enhance their thirst for knowledge and curiosity.Therefore,this paper studies the open homework design of high school biology.Firstly,this study investigated the current situation of biology homework in senior high schools by means of investigation.The questionnaire survey method is adopted to sample the students' attitude of biology homework from the three aspects of emotion,behavioral tendency and cognition.Us we can see,high school students' learning attitude towards biology homework in the middle level,the differences between individuals,between male and female students in the job of learning attitude showed significant difference in dimensions,such as boys to biology homework content is higher than girls' thirst for knowledge,girl's attitude to homework more profound than boys.Secondly,students seldom seek knowledge with divergent thinking in relation to the content of homework.Last,Students' questions and cooperation consciousness are not enough.The interview method was adopted to investigate the current situation of biology homework design in senior high school with front-line teachers of practice teaching as the survey object.It was found that teachers agreed with biology homework but seldom took the initiative to design biology homework.Then,according to the current situation of biology homework,through consulting and analyzing the literature of open homework design at home and abroad,sort out the guiding theories and thoughts of open homework in biology design of senior high school.More,under the guidance of "Biology Curriculum Standards for General High School(2017 Edition,2020Revision)" and pedagogical theories,the guiding principles of open homework design for high school biology are proposed: The principle of purpose and operability,difference and diversity,life and activity,autonomy and creativity,seven open assignments of compulsory 1Module "Molecular and Cell" were designed and implemented.In order to verify the effect of the design of open homework in this study,two experimental classes with similar overall situation,Class 20 and Class 21,were selected to conduct a comparative experiment before and after the study.After a semester of teaching,the results of the open homework were analyzed through the questionnaire survey and academic performance analysis at the end of the semester.The results were as follows:(1)Improve students' interest in biology and improve their attitude towards homework from two aspects of homework emotional experience and cognition of homework significance.(2)Cultivate their comprehensive practical ability.(3)Team members gained confidence and improved through cooperation during the operation.The case class of open homework designed in this study can provide reference for biology teachers to conduct homework design in the future,and also hope to attract more researchers' attention to the study of open homework design of biology and establish authoritative theory and experience guidance of homework design.