Research On The Application Of Three-stage Project-based Learning In Chemistry Experiment Teaching In Senior One

More and more innovative and applied talents are needed in society,with the development of science and technology.Focus on the goal of reforming education mode,the “Guidance of views on Promoting the Reform of General Senior High School Education in the New Era”,which has put forward higher requirements for teaching reform.The “General Senior High School Chemistry Curriculum Standards(2017 Edition 2020 Revision)” has emphasized the importance of carrying out various inquiry activity based on chemical experiments to cultivate students' innovative consciousness and practical ability.It is imperative to innovate educational concepts and change teaching methods,as the current chemical experiment teaching has a series of problems:teaching hours are insufficient,students' autonomy is weak,students are lack of innovative thinking,and the core literacy of chemistry is not fully implemented.The project-based learning advocates that students participate in inquiry activity around specific project themes in a teamwork manner,which coincides with the basic concepts of the curriculum standards.The three-stage project-based learning proposed on the basis of the project-based learning,which can not only improve the current situation of chemical experiment teaching,but also improve the students' core literacy of chemistry,and it is useful to meet the needs of the current social development for the cultivation of talents.“Pragmatism theory”,“deep learning theory”,“autonomous learning theory”,and“cognitive discovery theory” were the theoretical support of this article.Scientific methods such as literature analysis,questionnaire surveys,interviews and experimental research were adopted in this article.Firstly,the current status of domestic and foreign research of chemistry experiment teaching and project-based learning were analyzed by consulting and combing related literature.The topic selection,current research situation,research purposes and significance,research ideas and methods of this research were introduced,and the concepts of “chemical experiment teaching”,“project-based learning” and “three-stage project-based learning” were defined.Then,the current chemistry experiment teaching situation in senior one was learned through teacher interviews.The teaching mode of the three-stage project-based learning was constructed that combined with the characteristics of the project-based learning,and the specific application process was expounded.The application principles and strategies in line with the characteristics of the mode were proposed.The feasibility and necessity of the application in chemistry experiment teaching in senior one were analyzed.Finally,three specific cases of “Exploring the Secret of Iron Supplements”,“Scientific Use of 84Disinfectant” and “Approaching Sulfur Dioxide of Life” were designed.The teaching effect was analyzed from the perspectives of chemistry scores,learning attitudes,learning behaviors and core literacy after teaching practice.The effectiveness and feasibility of the three-stage project-based learning have been verified,and teaching suggestions were made based on student feedback and self-reflection.The research results proved: structured teaching for chemical experiment in senior one which uses the three-stage project-based learning can solve the problem of insufficient hours in chemical experiment teaching,improve students' independent learning ability and innovative thinking ability,and cultivate students' core literacy of chemistry.