Research On The Teaching Practice Of Hierarchical Chemistry Hierarchical Classes Under The Background Of New College Entrance Examination

The new curriculum reform has made appropriate changes to the content of high school teaching in China and also made some adjustments to the method of selecting talents for college entrance examinations.The fundamental reason is that the traditional class teaching system can no longer meet the needs of current social development.The "one-size-fits-all" teaching model cultivates talents that are relatively singular and lack certain innovation ability,and this model is contrary to the "teaching according to the aptitude" education concept,and it is difficult to adapt to the trend of the times.Nowadays,the new curriculum education reform strives to make colleges and universities absorb more innovative talents and diversify talents by adjusting the method of selecting talents for college entrance examinations.As a result,the form of teaching organization has also changed,and it emphasizes that the teaching subject should be emphasized in the teaching process,highlighting the "humanist" educational concept.Students 'self-selected courses(adjusted from the traditional liberal arts class and science class to "3 + 2 + 1" students' self-selected class model,which is no longer simply divided into liberal arts and sciences classes)have created the "layered walking class teaching".From August 2019 to January 2020,the author has carried out educational internships in the second grade of Y Middle School in Guangzhou City,and participated in the school's first batch of implementation of the "3 + 2 + 1" new college entrance examination model of chemical stratification class Implementation process.Combining the overall trend of social development and personal practice factors,the author took this opportunity to conduct research based on the practice of high school chemistry layered class teaching under the background of the new college entrance examination implemented by the school.From the preparations required before implementation,the specific conditions and existing problems in the implementation process,the impact on teachers and students after implementation,and the related optimization strategies based on the problems found in the research,and supplemented by literature Research methods such as research methods,questionnaire survey methods,and interview methods.Through the elaboration and analysis of how to carry out the stratification of students in the course of stratified chemistry,how to carry out stratification,lesson preparation,teaching stratification and evaluation stratification highlights the characteristics of stratified class teaching.The questionnaire survey and interview method were used to investigate students,teachers and school leaders,in an effort to objectively and comprehensively understand the effect of layered class teaching and its impact on students and teachers.After sorting out the specific practical plan of the school's implementation of high school chemistry layered class teaching,and found that in the implementation process,the main problems are as follows: 1.Teachers and students,the relationship between students and students is unfamiliar,and the feelings are weak;2.The comprehensive ability of the chemistry teacher is waiting Strengthen;3.The balanced development of students is restricted;4.School and grade management systems need to be improved.Finally,according to the main problems,the author will organize the implementation plan and corresponding optimization strategies for this practical study combined with the actual situation and theteachers 'ideas and opinions,in order to provide reference experience and experience for the current new college entrance examination model It is recommended to contribute a small amount of strength to the reform of the new college entrance examination.