Study On The Teaching Practice Of Chemical Stratification In High School

With the continuous reform and development of basic education teaching,the traditional class teaching system has gradually revealed its defects and deficiencies due to its inability to pay attention to the individual differences of students.Qingdao Experimental High School(originally Qingdao No.15 High School)started a series of comprehensive and deepened curriculum reform in 2014,which highlighted the education teaching characteristics of the new humanistic concept of our school.Among them,the implementation of the discipline-layered and mobile teaching,combined with the actual practice of the school,is one of the most characteristic curriculum reform in our school.The discipline-layered and mobile teaching can undertake hierarchy according to the characteristics of the students in the discipline,making targeted teaching plan and teaching strategies,to fully mobilize students' learning initiative and drive,so that students of each level can get the optimization on the discipline development.Chemistry is one of the first courses in our school to carry out the discipline-layered and mobile teaching,which has been developing for more than four years and is still in full swing.Therefore,the author hopes that this thesis could provide some useful results and valuable suggestions for the layered and mobile teaching of high school chemistry in China by studying empirically on this teaching pattern,combined with multi-angle evaluation of its working effect.This thesis is based on the author's direct participation in Chemistry-layered and mobile teaching of the school for more than four years,which is divided into five parts:the first part is the introduction,illustrating mainly from the aspects of the raising of the question,literature review,research significance,research objectives and content,and research methods.The second part is the concept definition and theoretical basis of the layered and mobile teaching system,first to make definitions to layered teaching,mobile teaching,selected course mobile teaching and layered and mobile teaching,and then seek for a strong theoretical basis for the layered and mobile teaching system of our school in the Constructivist Education Theory,Gardner's Multiple Intelligences Theory,Barbanski's Teaching Process Optimization Theory and Vygotsky's Theory of "the Zone of Proximal Development".The third part is the empirical study on the layered and mobile teaching of high school chemistry in Qingdao Experimental High School.First is Chemistry-layered and mobile teaching mechanism of the school,and then the implementation of layered and mobile teaching in specific teaching process,including the group lesson preparation of the Chemistry lesson preparation group,the specific teaching practices and strategies at all levels,Chemistry-layered and mobile teaching connecting with the routine management of administrative classes as well as"heterogeneous forms for the same subject" teaching cases.The fourth part is effect evaluation of Chemistry-layered and mobile teaching of the school,through case studies of three students learning in Qingdao Experimental High School,the questionnaires for the science students of 2015 in the school and interviews with related personnel,carrying out an all-round and multi-angle effect evaluation.The fifth part is conclusion and prospect.The main conclusions of this study are as follows:1.The basic layered and mobile teaching strategy for chemistry in Qingdao Experimental High School are as follows:set up different teaching objectives based on students' levels,adopt different teaching methods,establish the learning communities and implement different evaluations strategies for learning habits.While at the same time,combine the tutorial system and let the chemistry teacher become the class headmaster in order to make up some management disadvantages of layered and mobile teaching.2.The result of the questionnaires,interviews as well as the case studies show that the implementation of the layered and mobile teaching strategy of chemistry in Qingdao Experimental High School went smoothly though there are some downsides as well.?Through the follow-up case studies of three students in grade 2015,it is shown that the students can choose the level that is most suitable for them during the three years of high school so that they can achieve comprehensive personal development.?Through the questionnaire survey among the science students from grade 2015,it is shown that most students hold positive attitudes towards the layered and mobile teaching strategy for chemistry while they also think that there is still some space to optimize.Most students can get used to the teaching process for their own levels and have a good learning state,while from a psychological aspect,some students are influenced negatively due to pressure and superiority or inferiority feelings.?Through the interviews towards students,parents,teachers as well as the headmaster,it is shown that most people have given positive feedbacks towards this layered and mobile teaching strategy for chemistry while some of the students still have doubts.Besides,teachers' workload has been increased and it is more difficult for them to manage the students.Some parents have misunderstandings to this teaching strategy,whereas the headmaster expressed full confidence.3.After reflecting the work that has been carried out,there are mainly four aspects that are required to be improved.First of all,the layered and mobile teaching strategy still needs to be optimized as soon as possible.Secondly,the chemistry teachers need to improve their professional qualities.Thirdly,the school needs to put more efforts to solve the misunderstandings that exist in parents.Last but not least,the school needs to provide more psychological counseling services.It is necessary to think profoundly the shortcomings of teaching strategies so that the appropriate solutions could be carried out.There is a long history of layered teaching at home and abroad,but the combination of layered teaching and mobile teaching has not much practical experience in both domestic and foreign countries.Our school has not only eliminated the internal and external risks,but also boldly carried out the layered and mobile teaching,and explored and moved forward in the process of practice.Carefully summarizing the existing practical experience,this paper is not only beneficial to the unceasing adjustment,improvement and development of the Chemistry-layered and mobile teaching of Qingdao Experimental High School in such aspects as teaching forms and teaching strategy,but it can also be used for the development of layered and mobile teaching theory which is rare to see at home currently.