Design And Practice Of Project-Based Learning In High School Chemistry Based On The Integration Of "Teaching,Learning And Assessment"

China’s "Core Literacy for Student Development",introduced in 2016,proposes to "cultivate a well-rounded person" as the core,and to develop the necessary character and key abilities that students should possess and can adapt to the needs of lifelong development and social development.The new curriculum points out that "we advocate the assessment based on the core literacy of chemistry,evaluate the achievement of students’ core literacy in chemistry at different learning stages,and actively advocate the integration of ’teaching,learning and assessment’." In this context,developing students’ core literacy and focusing on teaching evaluation have become important tasks in education and teaching nowadays.Project-based learning is a new teaching mode based on subject knowledge,with specific project themes as the core,designing problems according to real situations,and students as the main body to complete the project tasks,solve the project tasks and present the results,which is a new teaching mode to develop students’ necessary character and key abilities and cultivate students’ subject core literacy.In this paper,in order to explore effective ways to develop students’ core literacy,to promote the transformation of learning styles,and to implement the concept of "teaching,learning,and assessment" as required by curriculum standards and policies,we conducted a study based on "teaching,learning,and assessment" under the guidance of constructivist learning theory,developmental education evaluation theory,and multiple intelligences theory.The design and practice of project-based learning of high school chemistry based on the integration of teaching,learning,and assessment were studied.Firstly,this paper analyzed the literature on project-based learning and "teaching,learning and assessment" integration at home and abroad through literature research,and then investigated the current situation of high school chemistry teachers’ understanding,application and evaluation of project-based learning through a questionnaire survey.The results of the survey show that teachers of high school chemistry have little understanding of the application of project-based learning in their daily teaching and have various difficulties,one of which is the difficulty of teaching evaluation.Therefore,the design and practice of project-based learning in high school chemistry based on the integration of "teaching,learning,and assessment" is feasible and necessary.Secondly,this paper proposes a project-based learning framework for high school chemistry based on the integration of "teaching,learning and assessment" from six aspects: establishing the project theme,the core content of the project theme and subject core literacy,the project teaching and assessment objectives,the project learning tasks and assessment tasks,the design of the project assessment scheme,and the presentation and evaluation of the project work.The design framework was presented.Based on the analysis of the general high school chemistry curriculum standards,the students’ learning conditions and the teaching contents of elemental compounds in the first grade,two microprojects in the textbook of Luke’s edition,"Exploring puffing agents" and "Extracting iodine from kelp and bromine from seawater",were selected to carry out the teaching design and practice based on the above framework.The teaching design and practice were based on the above-mentioned framework,and the process evaluation was emphasized in the teaching design and practice,and the effectiveness of the practice was evaluated through summative evaluation,questionnaires and interviews after the teaching practice.The results show that the projectbased learning based on the integration of "teaching,learning and evaluation" can help stimulate students’ interest in learning and enhance their self-confidence in their academic ability;it is also conducive to developing students’ core literacy in chemistry,improving their academic performance and promoting the transformation of learning styles.