The Practical Research Of Micro-Project Learning In Senior Middle School Chemistry Teaching

The new curriculum standard advocates the development of a variety of inquiry activities in real problem situations,so that students have the ability to develop independently and to communicate and cooperate.Micro-project learning is a new type of teaching method that uses group as a unit to conduct activity exploration to obtain knowledge and ability.This teaching method can effectively combine knowledge understanding and ability improvement.Therefore,applying micro-project learning to chemistry teaching practice provides a new direction for the reform of middle school chemistry teaching.And on the basis of existing research,the questionnaire and classroom teaching effect evaluation scale were compiled to improve the chemistry teaching program based on micro-project learning.This article is based on the theory of constructivism and pragmatism,applying literature research method,educational experiment method,questionnaire survey method,interview method and classroom observation method.First of all,this article reviews the research status of micro-project learning,and elaborates on the connotation of micro-project learning method and the difference between micro-project learning method and other teaching methods;Secondly,through the questionnaire survey and monthly test scores,two classes with no obvious difference were selected from the first grade group for teaching experiments;Combined with the analysis of the determination of the learning theme of the micro-project,four selections were selected from the People's Education Edition(Compulsory One): "Exploring Raising Agents","Examination of Iron Elements in Spinach","Scientific Use of Chlorine-containing Disinfectants",and "Reasons for Adding Sulfur Dioxide to Foods" Case,using the chemistry teaching program based on micro-project learning for teaching design and teaching practice in the experimental class,the experimental class adopts traditional teaching practice.After the teaching practice,a questionnaire survey was conducted on the two classes,combined with student interviews and the use of the classroom teaching effect evaluation scale,to obtain relevant research results.The research results show that the chemistry teaching practice based on micro-project learning in this research has achieved good results.Chemistry teaching practice based on micro-project learning can not only improve students' chemistry academic performance,but also promote students' comprehensive ability,chemical information literacy,innovative thinking ability,language expression ability and problem-solving ability.Finally,it reflects and analyzes the problems that appeared in the course of this practice.It is hoped that this research can provide a certain practical reference for the application of micro-project learning in chemistry classroom teaching.