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课堂40分钟毕竟有限,如何能让学生在课下也喜欢学习生物,在生活中去实践和探索生命科学的奥秘,才是新课标理念指导下初中生物作业设计的精髓。然而多数教师依然仅仅重视作业的短期功利而不顾及长远的教育,老套地利用单调乏味的抄写形式(方便布置作业),铺天盖地的习题和试卷(容易评价),导致学生的厌烦情绪和身心疲劳。那如何从为学生减负、利于学生身心发展的角度出发来创新生物作业的设计方式,以达到激发学生热爱生物学习和提高主动探究创新能力的目的呢?
After all, the classroom is limited for 40 minutes. How to make students like to learn biology after class and practice and explore the mysteries of life science in their life are the essence of junior middle school biology design under the guidance of the new curriculum standard. However, most teachers still only focus on the short-term utility of homework regardless of their long-term education. They often use tedious transcriptions (easy homework assignments), overwhelming exercises and papers (easy evaluation), resulting in students’ boredom and mental and physical fatigue . How to innovate the design of biological homework from the perspective of reducing the burden on students and benefiting the physical and mental development of students in order to inspire students to love biological learning and enhance the initiative to explore innovative capabilities?