Research On The Design And Practice Of Senior Chemistry Layered Homework

The fair education which is never been simple and non-differentiated but should maximize the learning performance of students with different abilities,is the goal the whole community.Under the background of the new curriculum reform,Chemistry Curriculum Standard of Senior High School(2017)proposes that teachers should promote the formation and development of chemistry core literacy through exercises in class and homework and focus on the consistency of “teaching,learning and assessment”.Objective differences exist between students,however,students with different learning basis,abilities and examination needs are all mixed up together in the same classroom.Such situation can be improved through layered teaching is a kind of effective method to achieve a fair education and meet the requirements of the new curriculum standard.Layered homework is among component content of layered teaching,and the layered homework based on the characteristics of students contributes to the development of students’ chemistry science quality and sustainable study.Various methods,such as documentary,questionnaires,interviews,experimental researches and data analysis methods,are used during the study.Firstly,based on carding documentation,the paper points out the core definitions,the principles of the design of chemistry layered homework and tools for assessing the difficulty of exercises,and adapted the questionnaire about senior chemistry homework.The whole senior students of Taiyuan A High School are selected as the respondents of the questionnaire,and then the issues of senior chemistry homework are analyzed initially through data analysis.Furthermore,the author summarizes the main issues and causes of the senior chemistry homework through interviewing the senior chemistry teachers,based on which the countermeasures for the design of senior chemistry layered homework are formed.The author designs the layered homework according to the countermeasures,principles and basis of the design of layered homework,and the practical researches are conducted.Finally,the implementation effects are clarified by analyzing students’ pretest and post-test scores from multiple perspectives and interviewing with students on different layers.The conclusions of this dissertation are mainly as flows: First,students on different layers do not have the same attitude towards the chemistry layered homework.Students with learning disability or intermediate learning ability prefer layered homework,while some of the students with top learning ability adopt neutrality.Second,layered homework has no significant effect on the the students with top learning ability.However,it has a positive impact on the students with intermediate learning ability and the students who are more disadvantaged slightly.Moreover,layered homework improves the study performance of the students with learning disability,but for students with particularly weak foundation,layered homework can not improve their study performance.Third,the layered design of senior chemistry homework helps to reduce the assignments burden of students with learning disability,and can reduce plagiarism of assignments to some extent.Fourth,for the students with intermediate learning ability or learning disability,layered homework helps to improve the ability and willingness to complete homework independently.