Students’ Engagement Research In Project-based Teaching Of Chemistry In Junior High School

The "Chemistry Curriculum Standards for Compulsory Education" promulgated in 2022 pointed out that junior high school chemistry teaching should take subject education as the basic concept,take the development of students’ core literacy as the basic goal,advocate project-based teaching,and advocate students to "learn by doing"," learn by using " and " learn by creating ".The effect of project-based teaching is closely related to student engagement,and only when students fully invest in behavior,cognition,emotion and socialization,actively obtain information,master knowledge and solve problems,can project-based teaching not be a mere formality,and truly achieve the teaching goal of literacy development.Therefore,improving student engagement in project-based teaching is of positive significance for optimizing project-based teaching design and improving the quality of project-based teaching.Based on the basic theory and process of project-based teaching,this study applies the basic strategies of improving student engagement,designs and implements the project-based teaching case of chemistry in junior high school,analyzes and studies the student engagement in project-based teaching,and deeply explores the relationship between project-based teaching and student engagement.Firstly,the thesis raises research questions from the value of project-based teaching and the necessity of student engagement,and then systematically reviews the literature related to project-based teaching and student engagement.On this basis,the purpose,task and method of the research are clarified.Then,in the theoretical construction part,the concepts of project-based teaching and student engagement are defined,the basic process of the design and implementation of project-based teaching is defined,and effective strategies for improving student engagement in project-based teaching are constructed:(1)select activities and task topics that can arouse students’ interest;(2)design project activity tasks with moderate difficulty;(3)effectively guide and promote group cooperation to ensure effective participation of students;Select the theme of "Air around us" to design project-based teaching case--transformation of Mars atmosphere.In order to test the project-based teaching effect and students’ engagement in project-based teaching,four sets of evaluation tools are designed.One set of project-based teaching effect evaluation tools evaluates students’ activities and effects of project-based teaching.A set of unit tests to measure students’ mastery of the air unit content;Two sets of student engagement measurement tools: one is the student engagement measurement scale in project-based teaching,from behavioral engagement,cognitive engagement,emotional engagement and social engagement of four dimensions to measure student engagement;The other is the open questionnaire of student engagement in project-based teaching to probe the student engagement in each project task designed in the research.In the teaching practice part,four classes(two experimental classes and two control classes)of the ninth grade of a middle school in Weifang City were selected as the research objects,and the project-based teaching cases designed in this study were used to implement teaching research.The data showed that the experimental class performed better than the control class in four dimensions of behavioral engagement,cognitive engagement,emotional engagement and social engagement.According to the feedback results of open questionnaire in project-based teaching,students are most engaged in learning in task 3 and second in task 2.The main reason was that students found task 3 the most challenging and task 2 the most interesting.Judging from the results of the evaluation of the project-based teaching effect,each team can successfully complete the project works and the program has a high score of science and practicality,which proves that the project-based teaching has achieved the expected teaching objectives.And the first group gets the highest score,while the third group get the lowest score.On the whole,project-based teaching has achieved the expected teaching objectives,but some students’ innovation ability and language expression ability need to be improved.In terms of unit test results,there is little difference between the experimental class and the control class as a whole.However,after stratified comparison,it is found that the academic performance of high and middle level students in the experimental class is obviously better than the control class.According to the questionnaire survey and interview of students in experimental class,compared with traditional teaching,project-based teaching is more interesting and challenging,which can greatly stimulate students’ enthusiasm for learning and actively mobilize their own skills to complete project tasks.The above proves that the student engagement strategy constructed in this study is effective,and the project-based teaching case designed in this study has reference value.It also proves that project-based teaching can effectively increase student engagement.Finally,the shortcomings in this study are reflected and the research prospects are proposed.