Optimization Design And Practice Research Of Senior High School Biology After-school Assignment Under The Guidance Of Multiple Intelligence Theory

With the in-depth implementation of the new curriculum reform and effective teaching,more and more educators have begun to pay attention to the reform and innovation of biology classroom teaching.As an indispensable link for students to understand,consolidate and apply what they have learned in class,biology after-school assignment plays an important role in improving students’ learning effect and cultivating comprehensive biology literacy,but the current research on the optimization of biology after-school assignment pays insufficient attention and obviously lags behind the research on classroom teaching.The new curriculum concept advocates the design of student-oriented biology assignment that is full of humanistic care and enhances students’ core competence,while the multiple intelligence theory has the core idea of respecting students’ individual differences,tapping students’ multiple potentials,and cultivating students’ all-round development,and the ideas of the multiple intelligence theory have many fits with the new curriculum concept.The new idea is to explore the optimal design of high school biology after-school assignment under the guidance of multiple intelligences theory.Firstly,teachers and students were surveyed through the questionnaire method to get an in-depth understanding of the current situation of after-school assignments in senior high school biology in terms of design,arrangement,evaluation,and application of multiple intelligences theory.The survey results showed that the following problems exist in the current high school biology after-school assignment: teachers’ awareness of the theory of multiple intelligences is insufficient and awareness of the cultivation of multiple intelligences needs to be strengthened;the objectives of the assignments are knowledge-oriented and lack the development of innovative thinking and creative skills;the types of assignments are monotonous and boring and lack variety;lack of differentiated options for homework assignment;and assignment evaluation forms are relatively single.It is also suggested that these problems are mainly due to: exercise assignments are easy to set and mark;poor awareness of teacher assignment design;inadequate school assignment management system;the constraints of the current examination and assessment system.Secondly,based on the analysis of the results of the above questionnaire survey,we proposed the optimization strategies for the design of high school biology after-school assignment under the guidance of multiple intelligences theory:(1)Insisting on the concept of core literacy and intelligence development orientation: taking the core literacy of biology as the fundamental orientation and the development of students’ multiple intelligences as the long-term development direction;(2)A selection of ready-made exercises in an effort to reduce the burden and increase efficiency;(3)Promoting students’ multiple intelligences development with diversified assignments: proposing guided-chart,reflection,investigation,nature observation,music appreciation,drawing and model-making type assignments;(4)Highlighting the differences in assignment and the development of assessment: assignments should be differentiated to fully respect students’ individual differences,and assessments should be developmental to enhance students’ confidence in learning biology.Finally,according to the above optimization strategies,the assignment cases were designed and the teaching practice was conducted in order to demonstrate the feasibility and effectiveness of the optimally designed after-school assignments under the guidance of multiple intelligences theory in improving students’ interest in learning biology and promoting students’ development of multiple intelligences.The results of the teaching practice showed that: the experimental class that completed the optimally designed after-school assignments had a significant increase in students’ interest in learning biology and academic performance compared with the control class that completed the regular after-school assignments,and students in the experimental class had a more significant degree of development of natural observation intelligence,body movement intelligence,music intelligence,self-knowledge intelligence,and visual-spatial intelligence structure.And after the teaching practice,the following suggestions were made: optimizing the mode of assignment;establishing biology interest groups;conducting teacher training on assignment design;and improving the school assignment management systemThis study shows that optimally designed high school biology after-school homework under the guidance of multiple intelligences theory can stimulate students’ interest in learning biology and play an important role in the development of students’ self-cognition,spatial perception,and natural observation,which in turn has a significant effect on the cultivation of students’ core literacy.The results of this study have some implications for front-line biology teachers in optimizing the design of after-school assignments and the cultivation of multiple intelligences,as well as in promoting the formation of core literacies in high school students.