The Design And Practice Of Project-based Learning Pointing To Deep Learning

In March 2021,the Ministry of Education,the Organization Department of the Central Committee of the Communist Party of China and other six departments jointly issued the "Compulsory Education Quality Evaluation Guide",in which the key indicator of evaluation,"Optimization of teaching methods",is clearly stated to encourage teachers to improve and innovate education and teaching methods,and to cultivate students’ social responsibility,innovation and practical ability as the main points of examination.The Chemistry Curriculum Standards for Compulsory Education(2022 Edition)states that integrated curricula and interdisciplinary thematic learning should be designed,and schools are encouraged to actively carry out thematic and project-based learning and other integrated teaching activities to promote the structuring of students’ knowledge.It states that it is important to effectively promote changes in learning styles.Project-based learning activities aim to guide students to "learn by doing," "learn by using," and "learn by creating," thus promoting the development of students’ higher-order thinking and core literacy,which is consistent with the characteristics of deep learning.Project-based learning is an important way to promote students’ deep learning and achieve core literacy development.This study focuses on the following five sections.In the first part,the significance and background of the study are explained,research questions are proposed,research ideas and research methods are identified,and three core concepts are defined.In the second part,the theoretical foundation is clarified,and the current status of research is reviewed.In the third part,according to the Compulsory Education Curriculum Standards(2022),the PBL gold standard proposed by the Buck Institute and the Deep Learning Line(DELC)proposed by Eric Jensen and Le Ann Nichrlsen are referenced to propose a project-based learning design framework that points to deep learning.This is followed by the design of teaching activities based on this framework using the ninth grade chemistry water conservation example from the textbook.In the fourth part,a practical study was conducted on the project-based learning activity of "water conservation" based on the design framework of this study.This study used the in-depth learning subscale of NSSE-China to investigate the effectiveness of students’ in-depth learning by adapting the knowledge content of "water quality testing and homemade water purifiers".The fifth part,summary and reflection,summarizes the findings of this study,reflects on the shortcomings of the research process,and finally provides an outlook for future research.