Task-driven Hierarchical Teaching Method In Junior High School Applied Research In Chemistry

With the comprehensive popularization of compulsory education,the educational demand has shifted from the academic level to the academic level.According to the 2022 edition of compulsory education chemistry curriculum standards,emphasis should be placed on carrying out chemistry teaching oriented by core literacy,paying attention to heuristic interactive inquiry teaching,and guiding students to independent learning The author investigated and visited some junior middle schools in Qingdao,and found that some teachers still had insufficient lesson preparation and full classroom teaching.Students had no clear learning tasks and could only passively accept the knowledge taught by teachers In addition,the energy of teachers is limited,and in many cases they cannot take into account all the students in the class.There is always a phenomenon that some students cannot keep up with the pace of teachers,and they become the so-called underachiever students in the third grade are in adolescence and suffer from intelligence Under the influence of multiple factors such as childhood growth environment and family conditions,students’ own quality and learning ability are not the same,some key growth character(such as self-control communication expression ability perseverance,etc.)there are also differences in the development of if the teacher teaching one-size-fits-all,the same standard for all students,it is bound to affect the confidence of low level students,but also make high level students eat How to give full play to the potential of every student,make every student’s ability can be improved on the original basic level,and create the most efficient classroom,is an important issue of education and teaching at present.In conclusion,this paper tries to apply "Task-based stratified teaching method" to junior high school chemistry teaching.Based on the theory of individualized teaching,optimization of teaching process,the theory of the closest development area and the theory of constructivism,this study adopts the method of literature research,questionnaire survey and experimental research to analyze the content and characteristics of chemistry teaching in junior high school,and demonstrates and analyzes whether "task-based stratified teaching method" is suitable for chemistry teaching in junior high school.The general steps of application of task-driven hierarchical teaching method are put forward.Before the experiment,the students in the experiment class were simulated to test their learning level of chemistry.Through questionnaire survey,to understand the students’ learning status of chemistry.After analyzing the obtained data,students are divided into different levels,and "task-driven hierarchical teaching method" is implemented.Teaching objectives matching their abilities are formulated for students at different levels,and different teaching tasks are given to students at different levels.By task-driven approach,every student has something to do and a high degree of participation in class.In the implementation process,the dynamic adjustment of stratification and grouping ensures the optimal effect.In this study,Class 10,Grade 9,Chengyang Experimental Middle School of Qingdao was selected as the experimental class,Class 9,Grade 9 was selected as the control class,and the experiment lasted for one semester.Before and after the experiment,the students in the experimental class and the control class were respectively tested for their academic level and conducted a questionnaire survey(mainly monitoring the changes of students’ learning interest,classroom participation,learning confidence,cooperative attitude and consciousness),and the data before and after the experiment were compared and analyzed to draw experimental conclusions and conduct experimental reflection.The experimental results show that "task-based stratified teaching method" can obviously improve students’ academic performance at all levels,and also change students’ learning attitude towards chemistry.The hierarchical setting of teaching tasks makes the classroom orderly,and students at each level have "things" to do.Students in order to complete the task,positive thinking,serious discussion,class participation greatly improved.The stratification of teaching evaluation also enables students of different ability levels to experience the joy of success,improve their enthusiasm in learning chemistry,enhance their cooperative consciousness and ability,enhance their chemistry literacy,and achieve good classroom results.