Research On Teaching Design And Implementation Of High School Chemistry Microproject

With the advent of the knowledge economy era,the trend of globalization is further strengthened,and the international demand for talents is getting higher and higher.In 2016,"The Core Literacy of Chinese Students' Development" put forward that "all-round development of people" should be the core to further develop students' core literacy.In this context,classroom teaching has become the main way to implement the core accomplishment of the discipline.In order to truly implement the core literacy of chemistry in classroom teaching,in the new round of textbook revision,a micro-project has been added at the end of each chapter in the new textbook of chemistry for senior high school published by Lu Ke,which is convenient for teachers to use the textbook creatively.Micro-project teaching is regarded as the most integrated teaching method with core literacy.During the implementation of micro-project activities,teachers lead students to carry out project activities with real problem situations as the breakthrough point,and students complete the deep processing of knowledge in the process of completing project tasks,forming ideas to solve problems and improving comprehensive ability.In this study,firstly,the origin and development of project teaching,the current situation of theoretical research and applied research at home and abroad are reviewed,and the basic contents such as the connotation and characteristics of project teaching are clarified.Then,a questionnaire was compiled to investigate the current situation of chemistry micro-project teaching in senior high schools,and the problems and difficulties in the teaching implementation process were found by analyzing the collected questionnaire data.Through investigation,it is found that chemistry teachers have a positive understanding and attitude towards micro-project teaching,but there are also practical problems such as insufficient teaching time and lack of familiarity with the specific implementation process of micro-project teaching.In view of this,this study defines the meaning of micro-project teaching,and improves the implementation process of micro-project teaching on the basis of the existing project teaching implementation process,which is divided into six parts: selecting micro-project theme,making micro-project plan,carrying out activity inquiry,making activity works,displaying and exchanging achievements,evaluating summary and reflection.On this basis,two micro-projects "Exploring leavening agents" and "Scientific use of chlorine-containing disinfectants" in the chemistry textbook of Luke Edition were selected as examples,and the teaching design was carried out and the teaching practice was carried out according to the above process.In the micro-project activity of "Exploring the leavening agent",students have a deep understanding of the application of chemical leavening agents in daily production and life by trying steamed buns,making cakes and designing compound leavening agents,and at the same time deepen their further understanding of the methods and procedures for studying the properties of substances.In the micro-project activity of "Scientific Use of Chlorine-containing Disinfectants",the students understand how to use chlorine-containing disinfectants scientifically by reading the instructions of "84Disinfectant",understanding the nature of sodium hypochlorite and exploring "Why the water in swimming pool turns green".After the implementation of micro-project teaching,some students were selected for interviews,and they learned that the students were very appreciative of the implementation of micro-project teaching.They said that they benefited a lot from the implementation of project activities,had a strong interest in learning,had a high degree of mastery of knowledge,and improved their comprehensive ability in all aspects.Finally,the teaching suggestions of micro-project teaching are put forward: scientifically planning time,combining after-class and in-class;Carefully design driving questions,lead students to think positively,familiarize themselves with the teaching process,and carefully guide micro-project activities.In order to provide some reference for senior high school chemistry teachers.