Exploration Of Junior High School Physics Homework Based On The Background Of "Double Subtraction"

In recent years,the burden reduction of primary and secondary school students has been a topic of great concern.In order to make the burden reduction work go smoothly,in July 2021,the General Office of the Central Committee of the Communist Party of China and other departments issued a "double reduction" policy,which clearly emphasized the value of after-school homework and incorporated after-school homework design into the teaching and research system.Therefore,the comprehensive implementation of after-school homework design has become a key step in the implementation of compulsory education to reduce the burden.Taking a junior high school student in Inner Mongolia as the research object,this paper comprehensively understands the current situation of junior high school physics homework through questionnaires and interviews,and summarizes the current situation of junior high school physics homework from the aspects of content,type,evaluation and stratification of junior high school physics homework.The results show that the problems existing in the after-school homework in junior high school at this stage are: 1.The after-school homework arrangement is uniform,which is useless for the development of a small number of students;2.The type of after-school homework is single,and the actual connection with daily life is not very close;3.Teachers are in the situation of crossing the river by feeling the stones,and there is no reference teaching design;4.After-class homework evaluation and marking methods are single.This paper proposes an optimization scheme for the existing problems in the current situation and implements it.Based on pedagogical theory,this paper attempts to study the design of physics homework in junior high school,and summarizes various homework design strategies and specific cases from different perspectives: 1.Layered homework assignment after class,paying attention to students’ individual differences;2.Applying practical homework and inquiry-based homework to increase the types of homework,cultivating students’ innovative thinking ability and hands-on ability;3.Design after-class physics homework templates to provide reference suggestions for front-line teachers;4.Timely feedback and diversified evaluation methods to facilitate teachers to obtain real teaching feedback.Finally,two parallel classes were selected as research objects,and the designed homework strategies were applied to teaching practice.Through comparative analysis and in-depth interviews,it was concluded that in the case of less after-school homework in junior high school physics,students’ grades did not decrease,but their interest in learning physics increased.