Strategies For Improving The Effectiveness Of Chemistry Teaching In Junior Middle Schools

With the deepening reform of China’s education system,it has become the focus of educators to change the problem of "teachers’suffering and reading too much".The educators have also carried out a series of classroom teaching reform practices throughout the country,especially in some large and medium-sized cities with abundant educational resources.It has gradually formed an educational teaching mode with local characteristics,and achieved good results in education and teaching.But it can not be ignored that after learning from the advanced teaching areas,some relatively backward areas are still copied and rigid when assimilating the advanced education mode and teaching methods to their own actual situation.In this respect,regardless of the advanced educational mode and methods,education and teaching will eventually return to classroom teaching.In the current situation of education and teaching with exam results as the baton,improving the effectiveness of classroom teaching and strengthening the quality of classroom teaching have become the common aspiration of schools,teachers,parents and students.Along with the implementation of the concept of type curriculum in junior high school chemistry education practice,the effectiveness of classroom teaching has been gradually studied.The way to improve is not only conducive to the theoretical research of education and teaching methods under the background of the current new curriculum reform,but also of great value to the practice of implementing and deepening the effect of quality education reform.How to use various teaching strategies to improve the effectiveness of junior middle school chemistry classroom teaching is especially worth exploring and thinking.Based on this,starting from the practice of chemistry classroom teaching in a school,this paper explores how to improve the effectiveness of junior middle school chemistry classroom under the background of the new curriculum reform in both theory and practice by using the methods of literature,investigation and experiment.Based on the research results of predecessors and guided by constructivism education theory and optimization theory of teaching process,this paper further extends the connotation of junior middle school chemistry classroom effectiveness at the theoretical level.Through setting up the practice mode of control group and experimental group,it comes up with some suggestions for improving the effectiveness of junior middle school chemistry classroom teaching.Deepening theoretical research into specific classroom teaching practice is the core idea of this paper to study the effectiveness of junior middle school chemistry classroom.This paper is divided into five parts.It discusses how to improve the effectiveness of classroom teaching from two aspects of theory and practice.The first part is the introduction,which mainly introduces the research background,research problems,research significance,research ideas and research methods of this topic,and clarifies the research object of this paper.The second part is the literature review,which elaborates the development history of effective teaching,concept interpretation and research status at home and abroad,and lays the foundation for this topic research.The third part describes the implementation of effective teaching in the new curriculum from the aspects of implementation methods,basic strategies and possible difficulties and solutions,which provides the object of investigation for the next practical investigation of effective education;the fourth part is the practical investigation of effective education,which includes the experimental group and the solution group.The sample situation of the control group was described separately,and the survey results were briefly analyzed.The fifth part is the summary and suggestions.Starting from the above research,the full text was summarized,and suggestions were put forward to improve the effectiveness of chemistry classroom teaching in junior high school.In junior middle school chemistry classroom teaching,through the comparison of the implementation results of different classroom teaching strategies between experimental class and control class,we can see that different teaching strategies have achieved different teaching effects.The improvement of students’learning performance is manifold,such as learning habits,learning attitudes,classroom participation,and so on.Change has promoted the overall performance of students.Generally speaking,in junior high school chemistry classroom teaching,the author’s teaching design and classroom application are feasible and effective.