Research On Project-based High School Chemistry Teaching Practice Based On Core Competencies

With the development of the information age and the rise of the knowledge economy,students’ literacy education is increasingly valued.High school chemistry education,as an important component of literacy education,has gradually shifted from traditional knowledge transfer to core literacy cultivation.Project based teaching is a teaching method that takes a certain real situation as the background and projects as the main thread,guides students to creatively solve real problems through driving problems,and thus permeates the spirit of chemistry in learning,cultivates students’ core literacy in chemistry,and effectively improves teaching quality and efficiency.Project based teaching,as a teaching model that advocates exploration,practice,and cooperation,has gradually gained favor in the education industry.Meanwhile,non-metallic elements play an important role in high school chemistry,and combining them with project-based teaching will provide new ideas and approaches for students’ literacy education.This paper mainly conducts research from both theoretical and practical perspectives,guided by the core competencies of the chemistry discipline,and focuses on the application of non-metallic content in projectbased teaching,which is a compulsory course in high school chemistry.Firstly,this article defines concepts such as core literacy and project-based learning through literature research to understand the development theories,practical status,and trends of project-based teaching and core literacy both domestically and internationally.Then,based on the theory of multiple intelligences,constructivism,pragmatism and other theories,follow the principles of teaching design that aim to develop the core quality of subjects,take students as the main body,take tasks as the guidance,focus on cooperation,take technology as the guarantee,and take evaluation as the guidance,We have constructed a project-based teaching strategy for high school chemistry that includes three stages: "project preparation," "project implementation," and "project evaluation.Afterwards,the proposed teaching strategy was put into practice,and a project called "Flue Gas Desulfurization" was designed around non-metallic sulfur based on the real situation of industrial production and human environment.By distributing project work evaluation forms,group self-evaluation forms,intra group mutual evaluation forms,teacher evaluation forms,and combining with interview results with students,it is not difficult to find that project-based teaching can effectively improve students’ learning interest and initiative,cultivate students’ cooperative awareness and practical ability.The teaching method based on core literacy can effectively promote students’ interdisciplinary thinking and critical thinking ability,and improve students’ comprehensive literacy and creativity.Through the study of project-based high school chemistry teaching practice based on core competencies,we have discovered many advantages and values of this teaching method.However,we have also encountered some problems and challenges in the practical process.For example,difficulties in selecting topics,slow progress of projects in the classroom,lack of time planning,excessive scenario creation,and few real problems.However,project-based teaching based on core competencies does contribute to students’ autonomous learning and the improvement of learning quality,and also has good application effects in nonmetallic teaching.In the future,it is more necessary to further explore how to implement core competencies into classroom teaching in other teaching practices,improve students’ understanding and application abilities of knowledge,and cultivate more high school students with comprehensive qualities.