Practice Of Teaching High School Chemistry Autonomous Hierarchical Model

For a long time, classroom teaching has been confined to a traditional stereotype, attaching little importance to differences among students. As a matter of fact, these differences do exist in terms of physiological and psychological development, which is widely acknowledged. Students’ interests in subjects, academic aptitude, cultural environment, family background, as well as ways of thinking vary from person to person. If’one size fits all’ approach were applied in class, students’ physical&mental health and learning capability would be affected significantly, which also contradicts with the core ideology of the new course standard ’Everything is for the development of every student’. To change the situation, we are exploring an innovative teaching mode ’Independent multi-level teaching model’, aiming to provide appropriate teaching to every student to develop their personalities on the basis of their own choices. This model designs various goals to serve the purposes of different leveled students, making sure everyone gains enough and their learning capability is promoted, to achieve the supremacy of ’Teaching is for the sake of self-teaching’.The thesis is composed of five parts. The first part relates the necessity of the multi-level teaching model under the new course standard, referring to the researches on the topic both at home and abroad. The second part gives supporting theories and introduces several examples as well as implementation principles. The third part elaborates on the model and procedures of the multi-level teaching in senior chemistry, in addition to some practical cases. The fourth part analyzes the effectiveness of implementation og this teaching model, attached with4-city unified test results and the students interview. The last part consists of conclusions and reflections on the multi-level teaching model.The result of the research shows that the multi-level teaching model, if carried out appropriately, has positive effects on students’ motivation as well as initiative, accordingly promoting the development of every student. Meanwhile, the model confronts teachers with higher demands.