I. Types of tasks
1, oral expression homework. This kind of homework is required by the teacher according to some knowledge points. Students' oral answers, such as chemical terms (symbols of elements, symbols of atomic groups, valence formulas, etc. ), definition, metal activity sequence table, etc. This kind of homework is generally to ask questions and feedback information in time in class, and also to improve the content of the last class before the new class. This kind of homework can cultivate students' scientific and accurate expression ability.
2. Discuss homework in class. This is an assignment for confusing or difficult knowledge assigned by the teacher. Teachers can let students discuss in groups within the specified time, then students explain their own views, and finally the teacher summarizes them, which can cultivate students' thinking ability.
3. Laboratory work. This is the teacher's purposeful, planned and selective arrangement of students' hands-on experimental homework, which helps students to form chemical concepts, acquire chemical knowledge and experimental skills, cultivate students' ability to observe experimental phenomena, guide students to design and assemble experiments, and inspire students' thinking. It can improve students' hands-on operation ability and innovation ability, thus improving their interest in learning.
4, written feedback homework. This kind of homework is the center of students' homework. Such as writing chemical equations, calculating chemical equations, answering questions, or drawing experimental instruments and devices. Students are generally required to finish it before the next class. Systematic practice of written homework can consolidate the knowledge learned in time and cultivate scientific consciousness and comprehensive quality. Teachers can also keep abreast of students' understanding and mastery of knowledge by correcting homework, so as to improve teaching methods in time and achieve the effect of improving teaching quality.
5. Extracurricular practical homework. This kind of homework can do family experiments and exploratory experiments in textbooks, as well as extracurricular practical activities. For example, environmental pollution investigation, sugarcane fertilization, chemistry in life and so on. This kind of homework also helps students get close to life, increase their knowledge, broaden their horizons and stimulate their interest.
Second, the principle of distribution
1, the purpose principle. The choice must have a certain purpose, be based on the syllabus and be closely related to the teaching content. The selected topics can give good feedback on what they have learned, and reflect the students' hands-on, thinking, practice and finding problems as much as possible, so as to get the best results, instead of leaving the textbook to choose difficult problems, partial topics and strange questions.
2. Scientific principles. The topic selection of homework should be scientific, reduce students' burden and change learning methods. The topic selection should fully consider the topic type, significance, knowledge points, coverage, topic structure and representativeness. Make students get twice the result with half the effort after practice, and achieve the harmonious unity of quantity and quality.
3, the principle of rationality. The selection and design of questions should be closely combined with the course content, rich in questions, innovative, refined, typical and targeted, and improve the effectiveness of homework.
4. The principle of hierarchy. Graded homework questions should be selected to improve the teaching quality in a large area. The content of junior middle school chemistry teaching is flexible. In addition to unifying the basic requirements and controlling the total number of exercises, there is still some room. Teachers can choose different levels of questions according to different people, which can promote students' learning.
Third, homework correction
1, all batches and all changes. In view of the expansion of class capacity in schools, a large number of teachers have changed the original batch-by-batch reform, often correcting in groups, and some even only correct the homework of "good students" and ignore the homework of "poor students". This can't fully understand students, let alone promote quality education.
2, the face changed face. On the basis of the whole batch of reforms, individual students with problems will be given counseling and corrected in time. This is conducive to individual teaching, but also reflects the hierarchical nature of homework, making it possible to teach students in accordance with their aptitude. This method can effectively play the characteristics of short homework time, quick feedback correction and timely mastery of students, and make up for the teaching effect that the unit can't achieve.
3. Self-correction. After the homework is finished, the teacher announces the problem-solving process and standard answers, writes various solutions, and requires each student to check the answers, correct the homework by himself, discuss with teachers and students to solve different solutions and improve the answers. This is conducive to mobilizing students' enthusiasm and initiative, inspiring students' thinking, and cultivating students' ability to find, analyze and solve problems.
4. Students participate in groups and correct homework. Take students as the main body and give full play to students' subjective initiative. Correcting homework is not a teacher's patent, but also requires students' participation. As a part of classroom teaching, students can communicate and correct in groups first, then discuss, then the teacher announces the answer, and finally the students discuss and summarize. This will help students learn from other students' good problem-solving methods, learn from others' mistakes, cultivate students' collectivism spirit, rigorous learning attitude, learn from each other and enliven the classroom atmosphere.