Teaching Strategies And Practical Research Of Individualized Feedback Of Exercises In Junior Middle School Chemistry

The junior high school chemistry curriculum standard puts forward the principle of “returning teaching to students and making teaching full of vitality”.A crucial part of teaching is the problem-solving teaching,It is worth pondering that how to timely understand the situation of students in the feedback of the exercises,so that students can learn efficiently and avoid falling into the sea tactics.Based on this,this paper designs using three kinds of personalized problem feedback methods,named teacher face approval,Personal record bag and teacher comments,second-order diagnosis,and put it into the practice of chemistry's homework feedback in junior high school.Use the personality homework feedback method to change the traditional post-class homework correction method.In the exercise teaching,the student's subject status is embodied,and his academic theoretical foundation and experimental skills are cultivated,It provides more space for the students' core literacy development,to achieve the educational function of personalized problem feedback,to achieve educational goals,and let students learn effectively.In order to verify whether this personalized exercise feedback method is effective,the author conducted a six-month comparative experiment in the two first-grade classes of the internship,and analyzed The effect of the individualized problem feedback through the pre-test and post-test,while recording a few detailed cases.The experimental results show that the individualized feedback method of the exercises can help these students with difficulties in learning to be better master the chemical knowledge and skills,use scientific methods to analyze and solve problems,improve their academic performance,and optimize their study habits.It also can help teachers improve their teaching shill and ability.