| Homework is an extension of classroom teaching, which is a major part of the learning process. It is necessary to make full use of homework, and reinvest homework with new meaning during teaching process. Therefore, students can consolidate knowledge, solve problems, develop their abilities, cultivate an interest, and obtain the greatest benefits. Furthermore, it also leads the homework to be an "intermediate activation force", which motivates the teaching and course development. However, in the poor villages and towns of Guizhou areas, the way of teaching without innovation, which performance in both the teaching process and making homework. Hence it can not keep up the pace of the new curriculum of course. Especially homework is always a weakness part and the hot issue during the teaching job. Therefore, the main objective of this work was to investigate the effect of chemistry layered homework design and implementation phase in third year of junior school in a rural area. The homework was teaching and analysis the junior middle school chemistry. The experiment using self-designed questionnaire to understand the current homework situation, combined with current situation of students’ homework reasonable stratification, choose different sections in the different levels of teaching materials of homework, and finally explore the effect of layered homework operation in the final examination results and the interest in learning of students. The results showed that the students can participate in the process during the implementation of layered homework; different levels of students can choose the homework can match them. It can improve the students’ interest in learning and confidence effectively, thus improving academic performance. Indicating the implementation of the layered homework can improve students’ score effectively in chemistry. In a word, the layered homework is effective and feasible during teaching process in junior school of rural areas. |
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