Practice Research Of Implicit Layered Teaching Of Chemistry In High School

The new curriculum reform requires more attention to the main role of students and emphasizes that education should be open to all students.Teachers should respect students' personality,pay attention to individual differences,and meet the learning needs of students at different levels.In recent years,the basic education field generally pays attention to the theory and practice research of stratified teaching,and the existing literature shows that the stratified teaching mode can effectively conduct teaching according to the differences of students to a certain extent and promote the development of each student.And the stratified teaching mode usually has two forms—the explicit and the hidden.The explicit stratified teaching is mostly carried out in the form of stratified class such as walking class and fast and slow class at the school level.While the recessive stratification teaching mainly develops in the class.The teacher divides the students into different levels,and the results are not disclosed.In teaching,the teacher aims to strengthen the guidance of students at different levels,so that each student can get the maximum development.The school where the author teaches is X middle school in C city,which belongs to urban middle school.The school is located in the rural-urban area,which with students from both urban and rural areas.As a result,there are great differences in the character,learning habits and knowledge level of middle school students.Therefore,taking the senior high school students as the research object,the author tries to adopt the hidden stratified teaching in the chemistry teaching and constantly improve it,and explore the influence of this teaching mode on students' grades,interest and attitude in chemistry learning and etc.,in order to provide new ideas for student-centered chemistry teaching.The problems studied in this paper are as follows:(1)How to construct the theoretical framework of the hidden stratification in chemistry teaching?(2)What are the key strategies for the implementation of stratified teaching of chemistry in middle schools?(3)Whether the implementation of the hidden teaching in ordinary middle schools can improve students' grades and change their learning attitude?(4)What are the possible problems in the implementation of the hidden teaching in ordinary middle schools?How to overcome them?This paper consists of five parts.The first part is the introduction which expounds the problem,research content and significance,research ideas and methods,and summarizes the current situation of the stratified teaching at home and abroad.The second part is the definition and theoretical basis of the core concepts,explaining the concepts of the stratified teaching and the hidden stratified teaching related to this study and aiming to find a strong theoretical basis for the implementation of the hidden stratified teaching are explained from the theory of differences in teaching and humanistic education theory.The third part is the practical research of the hidden stratification teaching in chemistry,showing the five principles of the stratified teaching and the implementing steps of the hidden stratified teaching.The fourth part is the experimental data and its analysis.SPSS22.0 software was used to process the data of the final examination scores of the experimental class and the control class before and after the implementation of the experiment and the questionnaire data of the students' learning situation,and analyze the changes of the experimental class's learning performance,learning interest,learning attitude and learning confidence after the implementation of the implicit layered teaching.The fifth part is the conclusion and discussion.Through the research of the hidden teaching,the following conclusions are as follows:1.The implementation of the hidden stratified teaching in middle school chemistry needs to be carried out from five aspects,namely,the stratification of students,the stratification of teaching objectives,the stratification of teaching activities,the stratification of students' practice and the stratification of evaluation.2.It is helpful to improve students' performance,narrow the phenomenon of learning differentiation,enhance learning interest,correct learning attitude and improve learning confidence.3.The hidden stratified teaching activities should be flexible to prevent the exposure of students' stratified information.4.Teachers can form a community when implementing the hidden stratified teaching to scatter the huge workload.