Research And Practice Of Differentiated Homework Design In Physics Of Middle School

In recent years,the phenomenon of functional alienation of homework has become common,and homework has become a means of transferring classroom teaching pressure,pursuing "grades",and even punishing students.The "One-size-fits-all" homework does not meet the actual level of students at different levels,which may lead to low students’ interest in learning and perfunctory attitude towards homework.All this makes homework,as part of the curriculum,contrary to the curriculum concept of China’s compulsory education stage;At the same time,as an important educational method,it is also contrary to the people-oriented education concept advocated at home and abroad.In order to solve this contradiction,the Party Central Committee and the State Council issued the " Opinions on further reducing the burden of homework and off-campus training for students in the compulsory education stage ",and the Ministry of Education has also repeatedly put forward reform proposals for homework,and it is imperative to improve the quality of homework and reduce the burden of students.This study aims to respond to national policies and try to solve the homework problems in the implementation of middle school physics courses through the design research and practice of differentiated homework,so as to help differentiated students’ personality development.The paper is divided into five chapters:The first chapter introduces the research background from the perspectives of national policy requirements,the problem of alienation of homework functions,the attitude of students to physics homework observed during the internship process,and the significance of differentiated homework design to students’ personality development.Through combing through relevant research,the concept of homework design and differentiated homework design is clarified.In the second chapter,under the guidance of constructivist education theory,Gardner’s theory of multiple intelligences,Vygotsky’s theory of zone of proximal development,and Bloom’s theory of teaching evaluation,practice is carried out on the basis of theoretical research,and the survey research method is selected to test the practical effect.In the third chapter,aiming at shortcomings in the homework design in physics of middle school,such as long occupation time,single type,weak pertinence,and single evaluation method,on the basis of nearly ten years of practical research in Licheng District Experimental Middle School,this paper proposes homework design strategies covering understanding students’ differences,determining homework objectives,selecting homework forms,integrating and using homework resources,trial doing and correction,assigning differentiated homework,grading and evaluating differentiated homework,etc.In the fourth chapter,the proposed differentiated homework design strategies were put into practice in front-line teaching,and the effects of this practice on promoting the improvement of homework quality,the completion of curriculum goals,and the development of students’ learning interest and self-efficacy were investigated and analyzed through two district-level final tests,questionnaire surveys for students,telephone interviews for parents,and analysis of students’ homework.The fifth chapter is the summary and prospect.