A Study On The Application Of Micro-Project-Based Learning In Middle School Science Teaching

With the deepening research on project-based learning,micro-project-based learning has gradually received more attention from experts,scholars and front-line teachers.Micro-project-based learning is a learning approach based on project-based learning,integrating course content based on real situations,identifying driving questions,and using a short period of time to complete micro project tasks through cooperative group exploration to obtain micro project products and to communicate and discuss them.In order to investigate the feasibility of applying micro-project-based learning in junior high school science teaching,this study firstly elaborated the background,purpose and significance of the study,combined with the content of the study to determine the literature research method,experimental research method and survey research method as the main research methods and clarified the research ideas,through reviewing a large amount of literature to define the concepts of "project-based learning" and by reviewing a large amount of literature,we defined the concepts of "project-based learning" and "micro-project-based learning" and determined the theoretical basis of micro-project-based learning.In addition,a literature review of domestic and international research on "project-based learning" and "micro-project-based learning" was conducted to lay a solid theoretical foundation for the subsequent design and implementation of middle school science teaching based on micro-project-based learning.In this study,the design and implementation process of micro-project learning was developed based on the students’ midterm science test scores and their personal science literacy and science learning attitudes,namely: determining the micro-project topic,designing driving questions,preparing micro-project resources,implementing micro-project investigations,communicating micro-project results,and conducting evaluation and summarization.After the design and implementation process was clarified,two micro-project teaching activities,"making a weather bottle" and "making a model of flower structure",were carried out.The post-test analysis was conducted after the implementation of the cases based on the results of the thematic tests of the students in the experimental and control classes,as well as the development of individual scientific literacy and improvement of scientific learning attitudes of the students in the experimental classes.This study combined the results of the post-test analysis and student interviews to obtain the following research findings:(1)it is feasible to apply micro-project-based learning to middle school science teaching;(2)the application of micro-project-based learning can improve students’ science performance to a certain extent;(3)the application of micro-project-based learning can develop students’ personal science literacy and improve their attitudes toward science learning to a certain extent.Finally,the shortcomings in the research process were analyzed and the future development of micro-project-based learning was prospected.