A Study On Teaching Strategies Of Students’ Learning Burden Reduction And The Learning Quality Promotion Under The Background Of Double Reduction Policy

In the middle school education,the importance of chemistry is self-evident.As a middle school entrance examination subject that will only be opened in the ninth grade,chemistry is not only crucial to whether students can achieve good results in the middle school examination,but also has an important impact on their study in high school and the choice of college entrance examination subjects,and it is also the core course to guide students to correctly understand matter,understand the composition of matter and the relationship between structure and nature.Therefore,when facing the pressure of further education,most students choose to achieve excellent results in the middle school entrance examination by brushing up on a large number of questions and continuously participating in off-campus training.Therefore,the burden of coursework and extracurricular training are like two mountains pressing on the shoulders of students,so that many students have lost interest in learning.In order to solve such problems,the General Office of the CPC Central Committee and the Office of the State Council issued the Opinions on Further Reducing the Homework Burden and Off-campus Training Burden of Students in the Compulsory Education Stage.With the implementation of the "double reduction" policy,everyone’s focus is on how to improve the level of classroom teaching,homework management and after-school service.This paper mainly aims at discussing these three problems and exploring a variety of teaching methods to improve students’ interest in chemistry learning and reduce students’ learning burden while ensuring high-quality teaching,and to achieve the purpose of "reducing burden and improving quality" by innovating junior high school chemistry teaching strategies.In the context of the implementation of "double subtraction",the research purpose of this paper is to adjust the teaching methods under the guidance of constructivism,multiple intelligence theory,recent development zones and humanistic education,and provides ideas for improving the research of junior high school chemistry teaching strategies.The specific research content is as follows: first of all,the research status of classroom teaching,homework innovation and after-school service is summarized,and the research results of predecessors are sorted out;Then,the questionnaire survey method was used to understand the students’ class,homework and after-school services before and after the "double reduction",and summarized the challenges faced by the implementation of the "double reduction" policy to achieve "burden reduction and quality improvement".Finally,from the three dimensions of classroom teaching,homework assignment and after-class service,explore the teaching strategy that can achieve "burden reduction and quality improvement" under the background of "double subtraction",and provide ideas for the new mode of teaching after "double subtraction";Through the analysis of examples,the direction of teaching strategy adjustment under the background of "double subtraction" is proposed,and the goal of improving teaching quality and reducing the burden on students is achieved.Judging from the results,after the implementation of the "double reduction",the participation of students in the classroom is higher,and the students’ chemistry scores have improved significantly compared with before.After research,this paper mainly draws the following conclusions:(1)Designing classroom teaching based on real situations is conducive to promoting students to analyze problems and solve problems from multiple angles;It is conducive to diverging students’ thinking and improving students’ classroom participation;Diversified classroom models are conducive to improving the quality of classroom teaching;(2)Designing flexible and diversified homework can help students with different foundations master the knowledge content while taking into account the differences of students,thereby reducing the burden of students’ homework;(3)Designing after-school service activities based on students’ needs is conducive to developing students’ personality,cultivating students’ interests,and reducing the burden of off-campus training;(4)The three teaching links of classroom-homework-after-school service are formed into a closed loop,and the construction of integrated teaching is conducive to the transfer and improvement of students’ knowledge and ability,and is conducive to achieving the goal of "reducing burdens and improving quality.