Research On The Application Of Project-based Learning In Chemistry Inquiry Experiment Teaching In Junior Middle School

The application of chemistry inquiry experiment teaching in junior middle school has a direct influence on the quality of chemistry class,which is closely related to the interest of student in chemistry study and classroom teaching effect.However,at present,many junior middle school chemistry teachers have some misunderstandings in the application of inquiry experiment teaching,such as the inconspicuous role of inquiry experiment,the inappropriate difficulty and the imprecise design of questions,etc.,not only can not accurately reflect the learning of student,but also do not design the chemistry learning situation according to the actual of the student situation,ignoring the differences of students.On the other hand,according to the theory of project-based learning,it is necessary to choose a suitable project theme,design a reasonable project-based learning goal,construct a clear problem framework and a reasonable and effective evaluation strategy,in order to enable students to explore the experimental situation in a reasonable play its advantages in a relaxed and harmonious atmosphere to promote the development of classroom teaching.In view of this,this paper proposes to apply project-based learning theory to junior middle school chemistry inquiry experiment teaching in order to solve the current problems in junior middle school chemistry inquiry experiment teaching.In this paper,the author takes two classes of grade three of the middle school where she works as the research object,using the methods of Literature Review,Questionnaire Survey,field survey,etc.,under the guidance of project-based learning theory,the corresponding solution is put forward and applied to the chemistry inquiry experiment teaching of one class(experimental class),and with another class(ordinary class)used by the traditional inquiry-based experimental teaching methods for a one-semester Comparative Study,this paper analyzes the influence of the two teaching methods on the learning interest of student,learning attitude and learning achievement,and the results are as follows: The research results show that there are some problems in the traditional inquiry-based experimental teaching method in the control class,too Much attention is paid to the independent inquiry of student,but the guidance of inquiry subject and the application of formative assessment are neglected.It mainly takes the form of teachers assigning tasks and students completing self-regulated learning,which has serious formalization and neglects the development of the ability of student to explore and summarize.And the experimental class students who adopted project-based learning method not only accomplished a series of inquiry process and teaching tasks excellently,but also got the full development of the student of chemical inquiry ability,and the experimental teaching strategy of Chemical Inquiry in junior middle school based on project learning theory helps to improve the teaching level,give full play to the subjective initiative of students,and to a certain extent promote the development of the independent inquiry ability of student,and improve the efficiency of classroom teaching.In addition,through questionnaires,interviews,classroom observation and other research found that: Before the experiment,there is no significant difference between the two classes in various dimensions,the two classes can be compared;After the experiment,the learning interest of the student and self-exploration ability of chemistry have been improved to some extent.The author believes that the main reason for this phenomenon is that teachers adopt the strategy of inquiry under the theory of project-based learning in classroom teaching,which greatly stimulates the interest of student in learning and optimizes the ability of independent inquiry of student.The classroom teaching under the theory of project-based learning is of great help to the chemistry learning of student,especially the interest of students in learning has been greatly improved,there were also improvements in self perception,mathematical logic skills,and thinking styles.Therefore,the classroom teaching under the guidance of project-based learning theory is practical and effective,can optimize the classroom teaching links,and promote further communication and exchanges between teachers and students,so as to further develop the ability of independent inquiry of students,to realize the promotion of comprehensive chemistry subject ability.On the basis of the above research,the author also summarizes the problems existing in the application of project-based learning in junior middle school chemistry inquiry experiment teaching,the teaching mode is not designed based on the characteristics of junior middle school students,the teaching plan is not made according to the subject of the project,the teaching process is not combined with the idea of inquiry experiment teaching,and the evaluation mechanism is unitary.On the basis of the above experimental analysis,the paper further puts forward specific suggestions for improvement,including: First,the combination of project-based learning and experimental inquiry teaching needs teachers to update their ideas;second,the classroom inquiry of project-based Learning Theory Needs Innovative Instructional Design;thirdly,project-based learning is used to integrate experimental inquiry into classroom teaching objectives and resources;The experiment inquiry teaching under project-based learning needs to renew the traditional teaching evaluation method.To sum up,this thesis applies project-based learning theory to junior middle school chemistry inquiry experiment teaching,and obtains certain teaching effect.In the process of teaching,the new problems faced in the combination of project-based learning theory and chemical inquiry experiment teaching are summarized,and the solutions to these problems are put forward,this will be expected to further enhance the junior middle school chemistry inquiry experiment teaching effect.