The Practical Research Of Layered Teaching Of Chemistry In Senior Middle School

The traditional class teaching system is still dominating the education in our country.Although this traditional teaching system has trained a lot of excellent talents,the disadvantages brought about by it have become more and more obvious.With the development of the times,our education also needs progress.Therefore,we must call for a new educational model:layered teaching.The teaching of layered teaching is mainly to solve the contradiction between the class teaching system and individual differences among students,and to better achieve the teaching of all students.The first middle school of Cili County in Zhangjiajie City,where the author worked,has seen a serious drop in the quality of students in recent years and a marked polarization in student achievement.The school has been exploring scientific and feasible teaching methods to carry out classroom teaching innovation activities.It has also carried out reforms in education and teaching systems and has used a hierarchical teaching model under balanced classes.However,there are still deficiencies in the process of practice that need improvement.This research mainly uses the literature analysis method,comparative experiment method,questionnaire survey method,interview method,and observation method.First of all,it outlines the research background of this topic,domestic and foreign research review,research purpose and significance,research ideas and methods,and feasibility analysis and innovation.Secondly,it analyzes the origin of the hierarchical teaching,the concept definition,the model type,and the related theoretical basis.Thirdly,in-depth understanding of the teaching situation of high school chemistry at the No.1 Middle School in Cili County,Zhangjiajie City,and then formulating a teaching experiment program based on the actual situation of the school and conducting a one-year high school chemistry layered teaching practice research.This article mainly lists four classic cases of hierarchical teaching,namely,redox reaction,iron salt and ferrous salt,chemical reaction rate,and the simplest organic compound--methane.Finally,from the three aspects of the chemistry scores of the experimental class and the control class,the questionnaires of the students’ learning situation and the student’s case interview,the research results are analyzed and the following conclusions are drawn:(1)From the statistics and analysis of chemistry scores,the chemistry scores in the experimental class have improved significantly compared with the control class,especially the pass rate has increased greatly.It shows that the layered teaching has cultivated students’ interest in learning,mobilized the enthusiasm of the students,and improved the students ’ chemical performance;(2)From the statistics of the questionnaire survey and the results of the interview analysis,the students in the experimental class not only increased the interest in learning chemistry,but also enhanced the ability of independent learning and cooperative learning through the learning under the layered teaching mode,and formed pre-class preparations,Consolidation after class,positive thinking in the classroom and other good study habits,the quality of students has been fully developed;(3)It can be seen from the implementation of stratified teaching that teachers should use different teaching methods and strategies to control the classroom,and organizational training and flexibility should be greatly improved.Therefore,while layered teaching promotes student development,it also promotes the overall improvement of teachers’education and teaching.