Research On The Design Of Diversified Biology Assignment In Senior High School

Under the pressure of the entrance examination,assignment is considered to be the most effective means to improve students’ academic performance,which has led to the widespread use of "question tactics" by teachers and parents,making students miserable.Even though biology is a science course,biological assignment is mainly exercises to consolidate knowledge,which has many drawbacks.With the proposal of the cultivation of core literacy and the promulgation of new curriculum standards,biological assignments have been unable to meet the requirements of core literacy in biology.Moreover,the burden reduction of primary and secondary school students has always been the focus of the government and even the whole society,and the proposal of the "Double Reduction Policy" has promoted the reform of assignment.How to optimize the design of assignments,how to improve assignments’ effectiveness and interest,so as to let students change passive learning into active learning is the current hot research topic.Therefore,it has become an inevitable pursuit to systematically study,design and compile diversified assignments suitable for senior high school biology teaching.In this study,teachers and students were selected to conduct a questionnaire survey of current senior high school biological assignments.The student’s questionnaire has six dimensions,including assignment setting,content,form,purpose,evaluation,and attitude.The dimensions of the teacher’s questionnaire involves the source,purpose,form,arrangement,and evaluation,teacher’s awareness of assignment design,and views on its diversity.The analysis of the survey data shows that there are some problems in the current biological assignment of senior high school: single assignment content and assignment form;insufficient cognition of assignment function;lack of pertinence in assignment arrangement and lack of guidance in assignment evaluation.According to the current situation of the investigation and the related research results of domestic and foreign biological assignments,this study carried out the diversified design of biology assignments based on the theories of "learning by doing",multiple intelligences and the zone of proximal development.In addition,based on the curriculum standards,teaching materials and students’ learning situation,six dimensions of assignment diversification are proposed: purpose,content,form,time,unit and evaluation.Thus,the design ideas of biology diversified assignments are constructed: the formulation of assignment goals,the determination of assignment contents,the selection of assignment forms,the rational arrangement of assignments and assignment evaluation.On the basis of the contents discussed above,in this study,some chapter assignments of biology compulsory 1 in senior high school were designed and implemented,and a detailed analysis of the assignment cases in the section "Photosynthesis and Energy Transformation" was conducted.Through the observation of students’ assignment and interviews with teachers and students,it is concluded that the diversified design of biology homework is feasible in senior high school,and has a certain positive effect on the development of students and teachers,but the implementation of biological assignment diversification still needs to be improved,and it is necessary to continuously explore to form a complete biological assignment diversification system.Therefore,the diversified design of biology assignment proposed in this study has certain practical reference value and significance in senior high school.