Project-based Teaching Design For High School Chemistry In Experimental Contexts

The General High School Chemistry Curriculum Standards(2017Edition Revised in 2020)point out that teachers should carry out“literacy-oriented” chemistry laboratory teaching,advocate the creation of realistic problem situations,carry out a variety of investigative activities,transform students’ learning styles,and cultivate practical skills and innovative spirit.At present,there are problems that teachers’ educational philosophy is not advanced enough,the evaluation method of chemistry laboratory teaching is not perfect,and students’ experiments are diluted and weakened in actual education.The project-based teaching mode in the experimental context mainly adheres to the educational concept of “learning by doing”,brings students into real situations to cultivate their ability to solve practical problems,allows students to feel the practicality of chemistry,cultivates students’ “independent,inquiring,cooperative” learning style,and develops students’ innovative spirit.This study was guided by contextual cognition and learning theory,constructivist learning theory,and pragmatic education theory.First,the current status of the study was reviewed through literature,and the purpose and ideas of the study were confirmed.Then,through questionnaires and interviews,a survey on the status of project-based teaching in experimental contexts was conducted,and the results showed that project-based teaching in chemistry laboratory classrooms is very necessary.On this basis,the experimental contents in the compulsory first book of high school chemistry of the People’s Education Press(2019 edition)are selected,and the experimental improvement of the reaction between iron and water vapor,the test of the chemical valence of iron elements in iron supplement,exploring the secret of bulking agent-the nature of sodium bicarbonate are constructed in conjunction with the High School Chemistry Curriculum Standards and the Chinese College Entrance Examination Evaluation System.The project-based high school chemistry experimental teaching design.The teaching implementation and evaluation were carried out,and the completion of students’ learning task sheets were evaluated by teachers,students’ mutual evaluation and students’ self-evaluation through the design of students’ classroom activity feedback forms,the production of project results presentation evaluation forms and teachers’ teaching evaluation scales to evaluate the overall feeling of project teaching design,and the use of student interviews to further understand the effects of project teaching activities.The results of the study showed that:(1)The questionnaire results showed that creating experimental situations in line with students’ cognitive development could effectively improve students’ classroom concentration,guide them to pay attention to real-life situations related to chemistry and enhance their professional identity,and students also hoped to apply the project-based teaching model in subsequent classroom learning;(2)According to the scale evaluation results,it can be seen that designing experimental teaching evaluation indexes from multiple dimensions can not only effectively improve students’ learning efficiency,but also enhance secondary school chemistry teachers’ professional development.It enables teachers to update their teaching concepts and expand their professional knowledge,and enables students to know clearly what they have learned,how they have learned,and to what extent they have learned,and to reflect on the achievement of the learning objectives and the results of their learning after the class.It helps to stimulate students’ learning autonomy and motivation,improve their classroom concentration and self-reflection skills;(3)It is clear that from the interview results,we can see that the project-based teaching mode in experimental context is very popular among students,which not only improves students’ learning motivation and enriches the assessment methods of high school chemistry experimental teaching,but also develops students’ core literacy in chemistry subjects while enabling them to acquire knowledge and improve their comprehensive ability.