Research On The Application Of Project-based Learning In High School Chemistry Teaching

The world today is in an era of continuous development and change.With the deepening of education and teaching reform,traditional teaching methods have been unable to adapt to the changes in the current situation,and it is difficult to cultivate innovative talents that conform to the development of the times.“General High School Chemistry Curriculum Standards(2017 Edition2020 Revision)” puts forward: we should attach importance to “literacy-based”teaching,take the development of core literacy of chemistry as the main purpose,advocate the creation of real situations,promote the transformation of students’ learning methods,and set up diversified courses to cultivate students’ high-level thinking,innovative spirit and practical ability.Project-Based Learning(PBL),as a student-centered teaching mode based on real situations,collects data,explores activities,presents results and solves problems through group cooperation,which is in line with the trend of a new round of curriculum reform.Therefore,it is of great significance to apply project-based learning to high school chemistry classroom teaching.This study adopts literature research method,questionnaire survey method,interview method and educational experiment method.Based on the theory of constructivism learning,multiple intelligences and SOLO classification evaluation,on the basis of defining the concept of project-based learning,it is applied to the teaching of the “research and practice” column in the“Compulsory First Volume of Chemistry” of the genenal high school textbook of the People’s Education Edition in 2019,so as to improve the teaching effect and realize the mutual benefit of teaching and learning.Firstly,the distribution of the column in the textbook,the characteristics,content and teaching function of the column are analyzed.Then,a questionnaire survey was conducted on high school students’ chemistry learning status and expected classroom teaching forms,and interviews were conducted with teachers.The interview contents mainly include: the teaching status of “research and practice” columns,teachers’ understanding of project-based learning,opinions and suggestions.Through the survey,it is found that high school students have insufficient interest in chemistry learning,less interaction with teachers in class,and difficulty in transferring and applying the knowledge they have learned.Teachers recognize that project-based learning is helpful to cultivate students’ subject ability and core literacy,and agree to apply it to the teaching of“research and practice” column.However,subject to objective conditions,teachers themselves lack perfect theoretical basis and practical experience.Based on the results of previous investigation and analysis,“authenticity,openness,student-centered,high-level cognition driving low-level cognition”is taken as the principle of teaching design of project-based learning,and the teaching design process is determined by to the gold standard PBL model and the operation process of project-based learning designed by Liu Jingfu.Two teaching cases of “iron element in black fungus” and “periodic table of cognitive elements” in the column of “research and practice” are designed by using this process.Each project has one overall driving problem,four link driving problems and corresponding project tasks.Based on the real situation and chemical history materials,we can solve the project problems,mobilize students’ interest in learning,and develop students’ core literacy,so as to provide new ideas for front-line chemistry teachers.The first grade students of a high school in Hohhot were selected for teaching practice,and the SOLO classification evaluation theory was used to prepare test questions at all levels of thinking.The teaching effect was evaluated through student project results display,project report,project-based learning comprehensive ability evaluation scale,paper and pencil test and student interview,and the requirements of the integration of teaching,learning and evaluation of the new curriculum standard were implemented.Finally,reflection and outlook.The results show that project-based learning can make students better understand,master and transfer application knowledge,and improve students’ interest in chemistry learning.It can cultivate students’ comprehensive abilities,such as problem-solving ability,high-level thinking ability of chemistry,teamwork ability,communication and expression ability,and help to develop students’ core literacy of chemistry.