Practical Research On Hierarchical Work Of Chemistry In Junior Middle School Under The Background Of "Double Reduction"

In order to promote students’ healthy physical and mental growth,"double reduction" policy was released by the general office of the central party of China and the State Council,which proposes to reduce the homework burden of primary and secondary school students and improve the quality of homework design.Homework is an effective way of developing students’ key competencies,so homework design should be student-centered and guide students comprehensive and individual development.However,with the short learning time and basic knowledge in junior high school chemistry,the unified chemistry homework often has a large number of questions and a single function,which makes it difficult to meet the differentiated development needs of students.In this context,the author tried to carry out a hierarchical design of junior high school chemistry homework.The specific work and results are as follows:This study was conducted using scientific methods such as literature method,questionnaire survey method,interview method and case studying method.First,through literature research,the research status of hierarchical homework at home and abroad was summarized,and the core concepts of "homework","hierarchical design" and "bi-directional checklist" were defined according to the research features,the theoretical basis for the design of hierarchical homework is humanistic theory,multiple intelligence theory,nearest developmental zone theory and constructivism theory,and the principles of hierarchical homework design for junior high school chemistry under the background of "double reduction" were proposed.Then,through student questionnaires and teacher interviews,the current situation of junior high school chemistry homework under the "double reduction" policy was collated,and it was summarized that the type was single,the arrangement was uniform,the design was empirical,and the content lacked the key competencies.Finally,a model of hierarchical homework design with the key competencies of junior high school chemistry and bi-directional checklist as tool was proposed,and classes of equivalent level were selected as test subjects for practicing hierarchical homework and three specific cases of "Molecules and Atoms","Water Purifications" and "Properties of Carbon Dioxide" were shown.After the hierarchical practice,statistics and analysis of the hierarchical results were conducted in terms of chemistry grades,performance evaluations and interviews.From the analysis of chemistry grades and chemistry performance evaluations,the experimental classes with hierarchical homework were significantly improved,from the analysis of interview contents,students’ homework time,homework volume and difficulty were more reasonable,students’ homework attitude was more positive,stronger interest in learning chemistry and more confidence in learning chemistry well.Practical results showed that hierarchical homework in junior high school chemistry can reduce students’ homework burden and be conducive to cultivating students’ key competencies of chemistry and achieving the goal of education.In this paper,the implementation of hierarchical homework in junior high school chemistry is effective and can provide useful references for front-line teachers in hierarchical teaching.