Research On The Design And Practice Of High School Chemistry Project-Based Learning

This paper expounds the teaching concept of " literacy-oriented ",The implementation of the new curriculum standard of high school chemistry encourages teachers to actively explore the effective classroom teaching mode and strategy of " literacy-oriented "," literacy-oriented " teaching is one of the five core basic concepts of the new curriculum standard.The " project-based learning " model is a student-centered learning method,through cooperative inquiry and other learning methods to solve challenging and complex problems in a real world.Through the smooth solution of problem solving process and project tasks,students ’ professional knowledge,ability and core literacy are fully developed.In recent years,’ project-based learning ’ has become one of the ways for Chinese chemistry teaching researchers and front-line teachers to explore classroom teaching based on the core literacy of chemistry.In this mode coincides with the teaching theory and learning methods advocated in the new curriculum standards.This article will combine the compulsory one-element compound module to study the high school chemistry project-based learning.First of all,the paper collates and analyzes the relevant literature on the ’ projectbased learning ’ model at home and abroad and the existing research on the teaching of elemental compounds in China,and summarizes the research status of ’ project-based learning ’ at home and abroad and the current situation of the teaching of elemental compounds in China.Based on the above analysis,the related concepts and basic characteristics of project-based learning are defined.Secondly,Z Middle School in Tongren City,Guizhou Province was selected as the research object.The students ’ level was evaluated based on the 10-month monthly examination results,classroom observation and communication with chemistry teachers.Two classes with the closest overall difference were selected from 26 classes in the grade,one as the experimental class and the other as the control class to participate in this teaching practice.In addition,in the internship school and several high schools around the city,teachers ’ representatives of different grades and students in the first grade of the internship school were invited to fill out the relevant questionnaire survey forms to understand the current situation of high school chemistry classroom teaching,teachers ’ understanding and recognition of project-based learning,students ’ interest in learning and learning effect,etc.,and the results of the survey were analyzed to lay the foundation for the follow-up study.Finally,based on the theoretical research guidance and the existing mature research,the paper summarizes the characteristics and teaching value of elemental compounds,and puts forward the basic design principles,design ideas and teaching implementation process of the project-based learning model applied to classroom teaching.On this basis,the compulsory one ’ Elemental Compounds ’ of the People ’s Education Press was selected as an example to design and develop three project-based learning cases : ’ Exploration of Fermentation Powder-Sodium Carbonate and Sodium Bicarbonate ’,’ Chemical Anti-epidemic-Into Chlorine-containing Disinfectant ’ and ’ Decryption Iron Supplement-Examination and Transformation Based on Iron Elements ’.Before the practice,the designed cases were repeatedly modified with front-line teachers and relevant experts.The modified project-based learning cases were used in the experiment for teaching practice,and the control class still adopted the traditional teaching mode.After the end of the teaching practice,through the student project selfassessment scale,the teacher ’s general assessment scale,the test,the interview and so on,the effect of the project-based learning model applied to the partial content of the high school element compound is analyzed to understand its practical application effect.The results show that :(1)the application of project-based learning mode in chemistry teaching can effectively cultivate students ’ multi-faceted ability.(2)project-based learning mode can improve students ’ chemistry scores.(3)Project-based learning mode helps to improve students ’ learning enthusiasm and initiative.(4)The projectbased learning model is propitious to the cultivation and implementation of students ’core literacy in chemistry.