Research On The Teaching And Practice Of Project-based-learning In Senior High School Chemistry

Project-based learning is a kind of learning method which involves students actively participating in projects with "real situations".The research purpose and significance of the research were determined by reviewing and analyzing the current research status of project-based learning at home and abroad in this paper.The relevant concepts of project-based learning were defined and the process of project-based learning was proposed in this paper.Based on the previous preparations,new curriculum cases have been developed,implemented and assessed.The senior high school chemistry curriculum standard published in 2017 required teachers to focus on "quality-oriented" teaching and advocated teachers to carry out teaching based on real situations.The microprojects in high school chemistry textbooks of Shandong science and technology press were classified into product design and problem exploration.Based on the above classification,microprojects with the theme of "The preparation of jelly","remove rust from silverware" and "Preparation of aspirin" were developed.Before developing the new projects,questionnaires were conducted on teachers’ teaching practice and students’ acceptance of PBL.Combined with the results both of teachers’ and students’ interviews,It was found that some teachers often adopt the instilling teaching method in the process of high school chemistry teaching and implement the project-based learning teaching occasionally.Students hope that chemistry teaching in senior high school can be combined with the real situation,at the same time,they can participate in experimental exploration.As a result,the project-based learning method has a great development space in teaching.In the process of project development,textbook analysis and learning situation analysis should be carried out firstly to determine teaching objectives,key points and difficulties in this paper.The main design line of the project included situation line,problem line,knowledge line,activity line and literacy line.After that,the experimental class was selected to carry out the teaching activities in the way of project teaching.In the process of the activities,the comprehensive quality evaluation form was filled in,which included the diversified evaluation methods of self-evaluation,mutual evaluation and group evaluation subjects.The control class was taught in a traditional teaching method.After the application of the project,the application effect was evaluated through the interview method in this paper.The students were tested with the unit test paper of "making simple primary battery" and T-value test was used to determine whether there was significant difference.At the same time,it can be found that project-based learning can fully mobilize the enthusiasm of students,promote students’ mastery of knowledge,and improve the team cooperation ability and students’ language expression ability by combining with the evaluation results of the comprehensive quality evaluation table.In order to improve their ability to solve problems,dig out deep knowledge points,carry out deep learning,improve knowledge transfer ability and team cooperation ability,the projects which were close to life and full of interest for students to carry out and operations were chosen in this paper.At the same time,the design of the project can comply with the reform trend of high school chemistry textbooks of Shandong science and technology press,change the way of teaching and learning,and improve students’ chemical literacy.Finally,only two classes were implemented and compared.What’s more,the number of samples needs to be further expanded for the results to have universal applicability.There were few project cases in this paper and the comprehensive quality of students cannot be improved quickly in a short period of time.Therefore,project learning should be vigorously carried out in the future teaching practice,so as to improve students’ science literacy.