一、问题的提出由于学生的行为习惯、智力水平、身体素质、个性品质等方面的不同影响,在课堂上采取“一刀切”式教学的方法,显然是不科学的。“分层递进教学”是根据学生的差异,运用学生分层、目标分层、分层施教、分层评价、矫正、调节、分层提高的教学策略开展课堂教学活动,使不同层次学生在原有水平上都得到逐步提高和发展。今年,我校初中化学学科也开始了此项模式的探讨。二、中学化学分层递进教学课堂教学模式 First, the question put forward Because of the students’ behavioral habits, intellectual ability, physical fitness, personality and other aspects of the different influences in the classroom to take “one size fits all” teaching methods, is clearly unscientific. “Teaching step by step ” is based on the differences of students, the use of student stratification, target stratification, stratification, teaching, stratification, correction, adjustment, improve the teaching strategies to carry out classroom teaching activities, so that different The level of students in the original level have been gradually improved and developed. This year, my school junior high school chemistry has also begun to explore this model. Second, secondary chemistry teaching progressive teaching model