The Construction Of Project-based Learning Teaching Mode From The Perspective Of High School Chemistry Core Literacy

The Chemistry Curriculum Standard for Ordinary Senior High School(2017 edition,revised in 2020)proposes to the five of Chemistry Core Literacy and to consider as the first concept of chemistry courses.The implementation suggestion part requires teachers to take the development of students‘ core literacy as the main purpose in teaching and evaluation,change the traditional teaching mode encourage teachers to use project-based learning,unit learning and other teaching methods,develop their core literacy,and emphasize the flexible use of active performance evaluation methods to reflect process evaluation.Teaching shoulders the important mission of the implementation of core literacy in class.Project-baesd learning is to enable students to ―do‖ middle schools to provide students with more practical opportunities for practical opportunities.Starting from existing knowledge,we should carry out hierarchical and generalization,macro differential analysis,evidence reasoning and other advanced thinking learning activities to construct new knowledge system to solve practical problems,so as to develop Chemistry Core Literacy.Therefore,Project-based Learning is one of the effective ways to achieve literacy,which fits the education concept of developing Chemistry Core Literacy.Based on pragmatic theory and constructivism theory,this study adopts literature research method and qualitative analysis method to closely combine Chemistry Core Literacy and Project-baesd Learning,then replans each stage of project-beasd Learning from the perspective of Chemistry Core Literacy,and constructs ―Project-based Learning teaching mode based on high school Chemistry Core Literacy‖.The four stages of Project-based Learning are:the establishment stage based on the curriculum,the orientation stage oriented by subject literacy,the implementation stage to develop students‘ core literacy,and the evaluation stage to diagnose students‘ core literacy.That is,based on the new curriculum standard of chemistry and real problems,the topic is formed,the driving questions is set up,and the real problem situation is created;planning project learning tasks and formulating project literacy teaching objectives oriented by chemistry core literacy;relying on activity inquiry,students are guided to carry out classification,inference prediction,evidence explanation and other learning activities to solve problems,and the learning results are displayed and communicated with works,and students‘core literacy is gradually developed.Based on the evaluation of the core literacy level and academic quality level of chemical discipline,the development of students‘ core literacy is realized step by step in the process of Project-based Learning.Finally,based on this model,three teaching desighs of ―Drug Quality Inspector-Iron Supplement Analysis‖,“Chlorine Disinfectant Introduction-84 Disinfectant”and ―Sulfuric Acid Plant Establishment‖ are compiled,to provid chemistry educators with examples that efficaciously cultivate and enhance students‘ chemistry core literacy via Project-based Learning.