Study On The Effect Of Level-based Homework On Students’ Chemistry Learning Efficiency In Junior High School

Junior high school chemistry, as a new course of junior high school students, makes the students understand chemistry theories, and is an important task of the curriculum. After class, homework assists the students to strengthen their understanding of the lesson, and to keep the knowledge in mind for future use, which can also lead to the students’passion for chemistry and life, as is required in the curriculum. At the same time, the teacher can get to know the students’learning level from the feedback. Therefore, homework after school should be a linking task that can not be ignored in Chemistry teaching.Based on the daily chemistry teaching and learning, this thesis is to study the burden of students in their chemistry learning, to understand the different levels of students’learning needs, and to solve the problem of heavy academic burden on students.In the study, two classes in Grade 9 of Baogang NO.3 Middle School were selected. The research process is divided into four stages:(1) Interviewing the teachers of Junior High School, to understand the views and opinions of different teachers on this study;(2) Classifying the homework assignments into different levels of difficulty, and assigning them to the students of different levels of Junior High School;(3) After half a semester, designing a questionnaire and applying it in a survey of students’ perceptions of the work strategy;(4) By comparing the results, defining the effect of this strategy on chemistry learning efficiency.Through this research, it can be proved that assigning homework according to students’ learning level is an effective way in chemistry teaching. It can not only train the chemical thinking ability of different students but also improve the students’ interest in chemistry. At the same time, it promotes the transformation of some students who are not good at this subject. Through different levels, they can gradually lay a solid chemical foundation, and enhance the confidence in learning chemistry, which reflects the student-centered philosophy, and the requirement of teaching students in accordance with their aptitude.