Research And Practice Of Compulsory Experimental Teaching Of Chemistry In Senior High School Based On Micro-project Learning

Chemical experiments are an important foundation for the development of chemical science and a fundamental way of chemical education,with irreplaceable teaching functions.The "2017 Edition of the Revised Curriculum Standards for High School Chemistry" emphasizes the unique value of experiments and the need for carefully designed exploration activities.The compulsory experiments in high school chemistry are clearly stipulated as the minimum standard for student experiment implementation in the curriculum standards.However,the current implementation of compulsory experiments still faces issues such as simple designs and lack of exploration.Traditional experimental teaching modes are no longer able to meet the needs of students’ ability development.Micro-project learning is a type of miniaturized project that is closely related to a core knowledge point of a subject,usually completed within 1-2 class periods.It requires students to independently learn and cooperate in exploring specific real-life situations created by the teacher,emphasizing active exploration and diverse evaluation and feedback.Compared to project-based learning,micro-project learning is more flexible and efficient,with advantages that are easy to implement.Therefore,this study applies the micro-project learning model to the teaching of compulsory experiments in high school chemistry,attempting to construct a corresponding teaching model and researching its feasibility and effectiveness in specific practice.This study focuses on the integration of theory and practice,using research methods such as literature review,comparative study,questionnaire survey,and interviews.Firstly,based on a large amount of literature review,the research results of previous studies on experimental teaching and micro-project learning related to chemistry were sorted out to understand the current research status.The concepts of compulsory experimental teaching in chemistry,project-based learning,and micro-project learning were defined,and theoretical support was sought.The design basis for compulsory experimental teaching in high school chemistry based on micro-project learning was determined,an instructional model was established,and the specific operational details of the model were clarified.Secondly,two compulsory high school chemistry experiments,"Properties of Iron and Its Compounds" and "Removing Impurity Ions from Crude Salt using Chemical Precipitation Method," were selected,and teaching case designs were developed based on the instructional model.Teaching practices were carried out in two parallel classes,one serving as the control group and the other serving as the experimental group,in a high school in Xiamen.Finally,the teaching effectiveness was tested and analyzed through knowledge tests and surveys,and the opinions of frontline teachers were obtained through interviews.Micro-project learning materials were collected and sorted for compulsory experimental courses,and material suggestions were proposed.Teaching implementation suggestions were made based on practical considerations.The research findings indicate that the application of micro-project learning in compulsory high school chemistry experiments has significant teaching advantages.It can effectively enhance students’ interest in learning chemistry,cultivate positive emotional attitudes,promote the integration and transfer of knowledge,and enhance various abilities such as problem-solving,scientific exploration,and cooperative communication.In summary,applying micro-project learning to compulsory high school chemistry experiments can better exert the educational function of chemistry experiments,improve teaching quality,and provide a feasible approach for teachers to carry out compulsory experiment teaching.