Design of Long-Term Homework in Junior High School Biology Guided by Core Literacy

在教育改革不断深入的背景下，作业作为教学改革的“最后一公里”，其设计与实施的合理性愈发受到关注。相关部门于2021年先后印发的两份文件均强调作业应促进学生全面发展，回归育人本质。随着作业观的逐渐转变，也为作业赋予了新的内涵，作业在内容、形式、评价等方面的改革均有了一定程度的发展。长作业作为作业形式上的一种创新，建构体验式作业完成过程，关注作业完成过程中学生的情感体验，更强调作业的本体功能。本文主要阐述长作业的内涵、意义及国内外研究现状述评，结合初中学生特点及生物学科特点，对长作业进行了分类及简要分析，同时提出了长作业设计的原则及评价方式，旨在充分发挥作业的育人价值，促进学生生物学核心素养的生成。Against the backdrop of continuous deepening educational reform, homework, as the “last mile” of teaching reform, has received increasing attention for the rationality of its design and implementation. The two documents successively issued by the relevant departments in 2021 both emphasize that homework should promote the all-round development of students and return to the essential nature of education. With the gradual transformation of the concept of homework, new connotations have been given to homework, and certain developments have been made in the reform of homework in terms of content, form, evaluation and other aspects. As an innovation in the form of homework, long-term homework constructs an experiential homework completion process, pays attention to the emotional experience of students during the homework completion process, and places more emphasis on the ontological function of homework. This article mainly expounds on the connotation, significance and a review of the research status at home and abroad of long-term homework. Combined with the characteristics of junior high school students and the characteristics of the biology subject, it classifies and briefly analyzes long-term homework. At the same time, it puts forward the principles and evaluation methods for the design of long-term homework, aiming to give full play to the educational value of homework and promote the cultivation of students’ core biological literacy.