| In the process of chemistry learning,there are always some knowledge points.Students are very easy to produce learning differentiation in the process of learning them.We call them differentiation points.From the practical teaching of junior high school chemistry,in the process of learning,the reasons for students’ differences in academic performance can be traced back to whether the learning of certain differentiation points is smooth.In order to improve the quality of teaching and narrow the differentiation,many front-line teachers have discussed the relevant content of the differentiation points of junior middle school chemistry learning.Although under the guidance of the new curriculum reform,our teaching methods and teaching materials have changed a lot,but how to carry out research on differentiation points,what kind of effective countermeasures to take to break through the differentiation points,and eliminate the path of students’ chemistry learning The obstacles on the road to enhance students’interest in learning chemistry are still the content we must continue to study.In this paper,the research on the differentiation of junior high school chemistry is carried out in related theory and practice.The first chapter of the study mainly expounds the background,current situation,significance,content and research methods of differentiation point research.The second chapter explains the differentiation point of chemistry learning through the literature analysis method,which mainly analyzes the differentiation point.The classification of concepts,characteristics and differentiation points;the third chapter analyzes the content of differentiation points affecting students’chemical learning by analyzing the textbooks of junior high school in the PEP,combined with questionnaires,student unit test analysis and teacher interviews.On the basis of analysis,the reasons for the differentiation of chemistry learning points are discussed.The fourth chapter takes the modern curriculum education theory and learning theory as the guidance,combines the learning characteristics and learning status of junior high school students,and proposes the principles and specific strategies to break through the differentiation points of chemistry learning.According to the teaching strategy of breakthrough chemical differentiation point given in Chapter 4,a teaching case of chemical differentiation points is given.According to the knowledge of the experimental group and the control group,the effectiveness of the teaching strategy is studied.The sixth chapter is mainly It is the conclusion and reflection of this study.The study draws the following conclusions:1.Influenced by the psychological characteristics of students,the level of cognition,the characteristics of knowledge and the teaching methods of teachers,there is indeed a differentiation point in the textbooks of junior high school in the PEP,and it has an impact on the achievements and interests of students in learning chemistry;2.Through the teaching practice in the experimental class,as long as we analyze the formation of the differentiation point properly and adopt a feasible and effective teaching strategy,the chemical differentiation point can be broken,and the students’interest in chemistry and chemical achievements will also follow.The breakthrough of differentiation points has been improved to avoid a large-scale decline in students’academic performance;3.Effective teaching and learning at the point of differentiation is more conducive to cultivating students’ learning ability and innovative spirit.In summary,the research on the teaching and learning of the chemical differentiation of junior high school in the PEP is aimed at helping the chemistry educators to recognize the characteristics and causes of the differentiation points,and on this basis,to specifically target the breakthrough differentiation points.Teaching,thereby improving the quality of chemistry teaching,improving students’ interest in chemistry learning and academic achievement,and helping students build confidence in learning chemistry and laying a solid foundation for their subsequent chemistry learning. |
