Exploration And Practice Of Diversified Teaching Strategies In Junior Middle School Chemistry Classroom

Education reform under the new curriculum standard and the reform of examination methods,is to cultivate students' innovative spirit and practical ability.These actions will play an important role in the development of China's future education.Chemistry is a science that studies the composition,structure,properties and changing law of substances,is a main methods for human beings to understand and transform the material world.Learning chemistry well in junior high school can not only cultivate students' interest in learning,but also cultivate their scientific literacy.Junior high school chemistry begins in grade nine.For the graduating students,the task of learning is heavy.There's not enough time to study,and the pressure of entering a higher school is great.What's more,when they are learning the most difficult knowledge,they also need to carry out experimental operation training and physical training.They are physically and mentally tired.They found that is hard to learn,and they don't want to learn any more.For junior high school chemistry teacher,they have to finish the teaching task,at the same time they have to get good results.So they usually use a single teaching method--lecture.The teaching effect is poor and the effect of students' listening is poor.We need to solve these problems as soon as possible.In order to solve these problems,the research on diversified strategies for Chemistry Teaching in junior middle schools was conducted.The research object of this paper is chemistry class of grade nine.First,questionnaires were distributed to teachers and students.Through the questionnaire to know the teachers' teaching situation and the learning situation of students.Second,combined with data analysis,the difficulties of chemistry teachers in imparting knowledge had been mastered,and students' learning status had been fully understood.Through consulting the relevant literature,the existing research results and research trends wereunderstood and used for reference.And then,combined with the ninth grade chemistry textbook published by PEP,the teaching designs were carried out and diversified teaching strategies were used in the designs.At last,the diversified teaching strategies were applied in chemistry classroom.Through the analysis of survey data and students' scores,the effect of classroom teaching was mastered.Then,the deficiencies were improved and the teaching designs were summarized.This paper was divided into five parts.From two aspects of theory and practice,the diversified teaching strategies for chemistry classroom was discussed.The first part was the introduction,which mainly introduced the research background,research status,research significance,research ideas and methods,as well as research innovation.The second part was the core concept and theoretical basis.The third part was the implementation part of the study,which is divided into three aspects:questionnaire survey,data analysis and classroom practice.The fourth part was reflection and suggestion,starting from the research of this paper,the deficiencies of the research were summarized and reasonable suggestions for improvement were putted forward.The fifth part was the summary and improvement,combined with the reflection after classroom practice,the teaching designs with good classroom teaching effect in Grade 9 Chemistry published by PEP were improved and summarized.In this paper,the teaching strategies of explaining the knowledge difficulties in Grade 9 chemistry of PEP were designed.These strategies can improve the efficiency of chemistry classroom,help chemistry teachers get rid of the magic barrier of inefficiency,help students improve their interest in learning chemistry,improve their learning efficiency and enhance their sense of happiness in learning chemistry,and then achieve the efficient classroom.