Practical Research Of Project-based Learning In The Development Of Scientific Literacy In Junior Middle Science Teaching

At present,"scientific literacy" is the central concept in the field of science education.The junior middle school science curriculum is a curriculum aiming at improving students' scientific literacy.How to develop students' scientific literacy is the top priority of junior middle school science teaching."Project-based learning " refers to setting driving issues based on curriculum standards.Under the guidance of teachers,students analyze problems independently,make assumptions,collect information,design solutions,implement programs and present results,and finally evaluate and obtain knowledge concepts of disciplines.And the principle of the method.This fully reflects the students' subjective and active learning style,and provides new ideas and possibilities for students to develop scientific literacy.This study aims to explore the operational possibilities of project-based learning to develop students' scientific literacy with specific teaching practice,and to provide constructive ideas for front-line teachers and other relevant people.Based on the existing research results,this paper takes "project-based learning" and "science literacy" as the research theme,and independently designed the implementation mode of junior middle school science project-based learning and teaching based on scientific literacy and applied it to teaching practice.Firstly,the research status and related theories of project-based learning and scientific literacy at home and abroad were reviewed.Secondly,according to the domestic project-based learning teaching mode,the project-based learning teaching mode was designed according to the actual teaching situation of the junior middle school science curriculum.Thirdly,according to the self-designed project-based learning teaching mode,a onesemester teaching practice was carried out to verify the feasibility of this mode,and three project-based learning teaching cases were selected for teaching design analysis in the paper.Finally,the practice results were carried out.Data collection and statistical analysis,including student self-rating scales,pre-test and post-test achievements,final questionnaires,teacher interviews,etc.The results show that applying project-based learning to science teaching in junior middle school can effectively improve students' self-learning ability,learning interest,learning efficiency and academic performance,and contribute to the development of students' scientific literacy.