A Studay On The Design And Practice Of Stratified Assignments In High School Biology Teaching

Homework is an important part of biology teaching in high school,an effective extension of classroom teaching,an important link for students to consolidate knowledge and improve their ability,and an important basis for teachers to understand the teaching effect and improve teaching methods in time.In practical teaching,teachers often adopt the same homework objectives and evaluation methods,and ignore the differences among students,which is undoubtedly contrary to the concept of teaching students according to their aptitude.Therefore,this study carries out a study on "layered homework" based on students’ differences.The main contents are as follows:First of all,through the literature method for the current domestic and foreign "homework" and generalizes the research of "layered homework",defined the concept of "layered homework",namely teacher according to the different students’ intelligence factors and non-intelligence factors,combining with the characteristics of the teaching content and design target,the difficulty and the different forms of homework form,assessment method and its purpose is to make different types of students to achieve full development.Secondly,through the observation method,the questionnaire investigation on a line of biology teachers and high grade students on the current status of biology homework,students’ demand for layered assignments and teacher’s perception of layered homework has carried on the investigation and study,the results showed that for the present biology homework,students finish the homework the acquisition is not high,some students being perfunctory to complete assignments biological phenomena.Homework can not effectively text students’ learning effect,and students have a higher willingness to implement layered homework.Teachers generally agree that there are great differences among students,and some teachers think that the current homework does not achieve the desired effect.After a certain understanding of layered homework,most teachers agree that the implementation of layered homework can improve the learning effect of students.Therefore,the layered operation mode is feasible in biology teaching practice.Finally,combined with individualized teaching theory,humanistic theory,zone of proximal development theory and multiple intelligence theory,the design principle and evaluation principle of stratified homework are established.Aiming at the problems existing in the current homework assignment,Combined with the requirements of the new curriculum standard and the needs of students,the hierarchical design of teaching objectives and homework forms was carried out,and the hierarchical homework cases of biology were designed.The practical exploration was carried out in the experimental class by means of students’ independent stratification and teachers’ implicit stratification,and the post-test evaluation was carried out by the combination of students’ self-evaluation and teachers’ evaluation.The results showed that the performance of the experimental class with stratified homework was significantly better than that of the control class.The students in the experimental class were more serious about the biology homework,and their sense of gain was enhanced after completing the homework.These results show that the implementation of stratified homework is beneficial to stimulate students’ learning enthusiasm and consolidate their learning effect,and it also provides a guarantee for students to reduce their academic burden and develop their personal interests.The implementation of stratified homework reflects the idea of teaching students in accordance with their aptitude,and is conducive to achieving the teaching requirements of the core literacy of biology,which can provide reference for the teaching of front-line teachers.