Study On The Teaching Practice Of Chemical Stratification In Junior Middle School

Since the Changsha Education Bureau adjusted the enrollment policy for junior high schools in the urban area of Changsha in 2016,all students in Changya Middle school of Changsha came from computer allocation,and the source of students became uneven.According to the actual situation,Changya Middle school of Changsha began to implement it from 2016 students Hierarchical teaching practice in some subjects.In the second semester of 2018,the students of this level will enter the third year of junior high school and begin their chemistry learning.So how to efficiently integrate the teaching of chemistry subjects in the hierarchical classroom teaching of Changya Middle school of Changsha,and improve the actual effect of students learning chemistry? In view of this,the researcher started the study of "Study on the Teaching Practice of Chemical Stratification in Junior Middle School—Taking Changya Middle School of Changsha as an example".This article is divided into five parts: The first part is the introduction.The second part is a summary of the research on the stratified walking class teaching model.The third part is the Teaching Practice of Chemical Stratification in Changya Middle school of Changsha.This part includes three aspects.First,the layered walkingmechanism is introduced from the five dimensions of school background,student stratification,teacher teaching stratification,specific method of stratified walking,and the soft adjustment of stage level;Then it is the practical process of chemistry hierarchical teaching,and lists two examples of chemistry hierarchical teaching.The fourth part is the analysis of the results of the study on the hierarchical teaching of chemistry in junior high schools.Through the analysis of the grades of2016 students in Changya Middle school of Changsha,the analysis of learning attitudes and interests,and student case studies,an objective and fair effect evaluation can be obtained from multiple perspectives.The fifth part is conclusion and reflection.The main conclusions of this study are as follows:1.The analysis of results shows that the chemistry hierarchical teaching in Changya Middle school of Changsha puts forward different requirements for students at different levels and sets up different "recent development zones",which is conducive to the improvement of students' chemistry performance.2.Through the questionnaire survey,it is found that the chemistry hierarchical teaching carried out by Changya Middle school of Changsha is conducive to the correction of students' chemistry learning attitude and the cultivation of chemistry learning interest.3.Through student case interviews,it can be seen that settingchemistry learning goals based on actual conditions is conducive to the transformation of underachievers,and truly does not give up any student.At the same time,it is also more conducive to the cultivation of eugenics and makes eugenics better.So that each student can get a more comprehensive and personalized development.The above results show that the chemistry stratified teaching in Changya Middle school of Changsha has a good effect.