The Stratified Establishment And Practice Research Of Wrong Topic Archives In Junior Middle School Chemistry Teaching

“For the development of every student” is the core concept which has been put forward by the new curriculum reform,and it emphasizes the attention to individual differences of students.Middle school chemistry is a science subject in the subjects of senior high school entrance examination,exercise training is an indispensable part of its teaching process.Students will inevitably make mistakes when doing exercises,and these mistakes just expose the knowledge loopholes and thinking deviation of students in chemistry learning,which can be regarded as a kind of special teaching resource.Establishing and utilizing chemical wrong topic archives hierarchically can effectively manage wrong topic and turn them into treasure.In this way,it can not only stimulate students' interest in chemistry learning,improve students' problem-solving ability and reflection ability,but also meet the learning needs of students at different levels.Furthermore,it can also provide a reference for front-line chemistry teachers' teaching activities.This paper first carried out a questionnaire survey on the students of grade nine in Machang middle school in Puding county,Guizhou province,and preliminarily obtained the students' performance and the guidance of the chemistry teacher to the students in the management of wrong topic.Secondly,combined with literature research and the characteristics of students,the author established the process and elements of the stratified establishment of wrong topic archives.Moreover,a two-month experimental study on wrong topic archives was conducted in class 8 of grade 9 which is the experimental class and class 6 of grade 9 which is designated as the control class,during the experiment,the author carried out nine continuous follow-up inspections and guidance adjustments,and choose the wrong topic case of students before and after the experiment,analyzed the attitude changes of each student towards chemistry wrong topic archives.After the experiment,through the statistics of the examination results of students and interviews with students,the validity of stratified implementation of wrong topic archives in junior high school chemistry teaching was verified.The results show that: compared with the control class,the experimental class students' chemistry scores have been significantly improved,students at all levels have made progress on the original level,students' learning interest,problem-solving ability,self-reflection ability have also been improved;At the same time,the stratified implementation of the students' wrong topic archives helps to feedback the teachers' teaching effect and improve the teaching quality.