Study On Project Teaching In Secondary Vocational Schools In The Course Of “Analysis Of Chemical Engineering”

Secondary vocational education is an important part of the vocational education system,which has trained many high-quality workers and skilled talents for various trades and professions.As one of the characteristic specialties of secondary vocational schools,chemical technology major has provided high-quality students of corresponding majors for colleges and universities through the entrance examination every year,and won a good reputation for the teaching quality and school-running characteristics of secondary vocational schools.In recent years,with the adjustment of industrial structure and the impact of emerging majors,in order to adapt to the new trend of chemical industry,it is necessary to change teaching methods and teaching forms.Starting from the project teaching method,this study was to fully demonstrated in the secondary vocational teaching reform of the curriculum implementation of the project in the chemical analysis,on the basis of the feasibility and practicability of project teaching theory as the guiding ideology,the project teaching in the secondary of the curriculum research and application of chemical analysis,conducted a series of concrete including the curriculum characteristics of chemical analysis,students' own actual situation,the content of the project selected,preparation of project,project implementation,project evaluation,project teaching effect and the conclusions of this study.To test project teaching used in the chemical analysis of course of theoretical achievements,this topic research project practice part of contrast experiments,take class 1 and class 2 of chemical engnieering of grade 2017 in Xin'an vocation high school of Henan province as example,through the evaluation standard to evaluate projects,as well as to the experiment investigation and analysis,this paper tests the scientificity and rationality of this research results.The application o project-based teaching in the course of chemical analysis in secondary vocational school to some extent promotes the interaction between teachers and students,the unity and cooperation of students,the mastery of theoretical knowledge and the proficiency of error-doing skills.This paper makes a series of researches on the application of project-based teaching to the course of chemical analysis in secondary vocational school.This paper briefly describes the theoretical basis and definition of project-based teaching method and the characteristics of project-based teaching method compared with traditional teaching method,and puts forward the feasibility and necessity of implementing project-based teaching method in the course of chemical analysis in secondary vocational schools by combining the characteristics of students in secondary vocational schools and the course of chemical analysis.This paper describes how to carry out the teaching design of chemical analysis course by applying project-based teaching method in secondary vocational school,and provides two project-based teaching cases,including the determination of Na OH,Na2CO3 and acetic acid content in mixed alkali,in the teaching of chemical analysis course in secondary vocational school.The research shows that most students are willing to cooperate and participate in the process of project-based teaching,and their enthusiasm and initiative in learning are improved.The advantages of project-based teaching method are demonstrated through the implementation of project-based teaching,and the research conclusion is obtained through statistical analysis of data.Finally,the paper further analyzes the research and puts forward some reasonable Suggestions and prospects for the application of project-based teaching method.In project teaching,everyone should participate in the learning process,students should experience and explore cooperative learning methods,and teachers should change teaching methods to accumulate experience in project management and guidance.Project-based teaching method focuses not on the final result,but on the whole teaching process of completing the project.Only in the course of project practice can students better understand and grasp the knowledge and skills required by the course and experience the hardships and fun of independent inquiry.Effectively improve the students' thinking mode and ability to analyze and solve problems.Therefore,students,as the direct participants of the project,embody the educational concept of "people-oriented".From the initial investigation and analysis to the exploration and discussion,students design and develop during the process and finally form the results,which greatly improve their comprehensive professional ability.