Theoretical Construction And Case Study Of Project Learning In Senior High School Chemistry Teaching

Project-Based Learning originated in the United States,because it is mainly used to cultivate students' critical and innovative thinking,cooperative communication ability and other qualities necessary to adapt to the society.Therefore,it is extremely popular in the United States and has developed into one of the main modes to carry out quality education and cultivate innovative and applied talents in the new century.Although the research and practice of Project-Based Learning in our country is few,its advantages in training students' ability to analyzing problems,solving problems,communicating and applying,innovating and creating have attracted wide attention from educators.The “Core Literacy of Chinese Students' Development” puts forward that the core quality of student development points out that students should have the necessary character and key ability to meet the needs of life-long development and social development.Facing the needs of social development and new curriculum reform,the school should conform to the times and cultivate talents with comprehensive qualities,with the goal of developing students' core qualities,and focus on improving students' main position so that students can solve problems and build knowledge systems in real situations,which coincides with the concept of project-based learning.Moreover,Project-Based Learning,as an inquiry learning mode,helps students gradually develop the excellent learning character of bold exploration,diligent thinking,bold questioning,bold innovation and cooperative communication,which is precisely the ability and quality specially emphasized in the current education curriculum reform.The purpose of this study is to solve three problems: First,to enrich the theoretical basis of project-based learning in chemistry teaching;The second is to try to construct the implementation process of Project-Based Learning and put forward six strategies to implement project-based learning according to the characteristics of project learning.The third is to combine theory with practice,according to the project-based learning implementation process,try to develop and find a project for teaching design,and select the experimental class to implement the case in middle school chemistry teaching,and select the control class with the same student foundation as a reference,to test the two classes firstly,and then to carry out project-based learning practice teaching in the experimental class,while the control class carries out practice teaching on the same content according to the traditional teaching method.Finally,the teaching effect is compared and analyzed by the way of post-test paper and teacher feedback.According to the above research,the following conclusions can be drawn: Project-Based Learning is a research learning mode with strong operability and remarkable educational effect in senior high school chemistry teaching.Students are no longer passive implementers but problem solvers in the process of carrying out project learning activities.They can think from the source and integrate “situations” “problems” and“ learning activities”,not only forming a knowledge network with the knowledge they have learned and flexibly using chemical knowledge and chemical perspectives to solve practical problems,but also experiencing a complete project learning process is conducive to the formation of core literacy.At the same time,project-based learning puts students in a meaningful situation to analyze problems,obtain information,establish effective connection with previous knowledge and experience,and design ideas or schemes to solve problems,so that they can apply knowledge in new situations,thus obtaining better,more comprehensive and wider understanding.Project-Based Learning,as one of the research-based learning and practical teaching modes advocated by the new curriculum reform,has significant effects in improving students' autonomous learning ability,social adaptability,communicating and expressing their ideas and promoting teachers' professional growth.