Practical Research Of Project-based Learning On The Development Of Discipline Core Literacy

Since the 21 st century,the tide of education reform has swept across the country,and the educational concept has been comprehensively reformed.In order to comply with the new requirements of the development of the times,to carry out the fundamental task of “cultivating people by virtue”,to achieve the development goal of discipline core literacy,and to cultivate top talents for the society,teachers need to think deeply about their own teaching,constantly learning new educational concepts and improving their teaching methods,to undertake the task of training top talents.However,how to make the discipline core literacy fall into practice and let the classroom reflect the students' real “learning” is a crucial issue.As a new student-centered education mode and concept,project-based learning inspires students' participation consciousness and provides new possibilities and ideas for the development of students' discipline core literacy.Therefore,using theoretical analysis and teaching practice,this study aims to verify the feasibility of project-based learning in developing the discipline core literacy in junior high school chemistry teaching from both theoretical and practical aspects.This paper mainly includes the following contents:In the first part,the literature on project-based learning and the core literacy of chemistry discipline at home and abroad are reviewed.Based on the existing research and combining with the characteristics of chemistry discipline in junior high school,the teaching mode of project-based learning with the characteristics of chemistry curriculum is explored.Using Unit 4 Topic 3 “Water Purification” and Unit 6 “Carbon and Carbon Oxides” as teaching contents in ninth grade chemistry of PEP edition,and presenting them in the form of teaching cases,the feasibility of project-based learning teaching mode in junior high school chemistry teaching is theoretically explained.The second part,the author does a contrast experiment on two classes of the same level,with one class used project-based learning teaching mode,the other traditional one,conduct practical research on corresponding teaching cases.The experiment verified the effect of the project-based learning teaching mode in junior high school chemistry teaching,the teaching effect,and analyze project-based learning effects on developing students' core literacy of chemistry discipline.The feasibility of project learning teaching mode on junior high school chemistry teaching is expounded from practice.The third part,analyzes the results of teaching practice.After the teaching practice,using the comparative analysis of results,questionnaire survey,interview and other relevant analysis of the application effect,the thesis draws the corresponding conclusions and summarizes the implementation suggestion of project-based learning teaching mode and accumulates the reference experience for the future teaching.The innovation of this research lies in that under the background of the continuous innovation of educational concepts,the author combines the characteristics of junior high school chemistry discipline and his years of junior high school chemistry teaching experience,and organically combines project-based learning with junior high school chemistry teaching,which is a meaningful attempt to implement the new requirements of education.At the same time through this research,the author solved some problems:(1)To build a project-based learning teaching mode features junior middle school chemistry teaching.(2)To carry out the project-based learning in the new lecture and review sessions.(3)Through contrast teaching experiment and effect analysis,it concludes that the project-based learning teaching mode in junior high school chemistry teaching is feasible and it can also be helpful to develop students' core literacy of chemistry discipline.