Investigation On The Implementation Status And Strategy Of Project-based Learning In High School Chemistry Teaching

Project-based learning is a teaching method to show the results of projects.Project-based learning creates situations,designs driving questions,mobilizes students’ knowledge and experience to collect materials,analyze problems and complete practical exploration according to curriculum standards and teaching materials.Micro-project-based learning is its derivative form,which means that a whole project is divided into several micro-projects for decentralized teaching,with one or two class hours as an unit.The "project-based teaching" investigated in this questionnaire includes micro-project teaching.Project-style teaching is consistent with the direction of our present basic education reform,the emphasis is placed on the cultivation of higher order thinking and problem solving.Its core is the learning of knowledge driven by the structure goals,which is suitable for the requirements of the cultivation of innovative talents in our country,and it is increasingly widely used in the field of education.This dissertation studies the application status and implementation strategies of "project-based learning" in chemistry teaching of senior high schools in this district from both theoretical and practical aspects.In terms of theoretical research,by combing a large number of literature and works,combined with teaching experience,the general strategy of implementing project-based teaching is put forward,mainly from four aspects:preliminary design,classroom implementation,student achievement display and project evaluation.Among them,in the preliminary design,the project design is carried out from six aspects: the strategy of determining the core knowledge of the project,the strategy of determining the project theme,the strategy of selecting the situation,the design strategy of the essential problems and driving problems of the subject,the strategy of determining the teaching objectives and the strategy of determining the teaching tasks.This part has high requirements on teachers and is also an important prerequisite for the smooth progress of the project.In addition,it is worth mentioning that in the aspect of project evaluation,we pay attention to the final evaluation and process evaluation,and design four scales including student self-evaluation,student mutual evaluation,group evaluation and teacher evaluation to help the project carry out effective evaluation.In the aspect of practical research,firstly,a questionnaire survey was compiled to investigate the implementation of project-based teaching by teachers in this district.It was found that this district attaches great importance to project-based teaching and has a high popularity.There are many lectures,demonstration classes and other activities held in this district,which creates a good learning condition for teachers.Participation is also high and the willingness to learn is strong.However,in the specific implementation process,teachers have certain confusion in each link.The learning content needs to be more detailed and precise,and the specific implementation method of each link needs to be specific,rather than pure theory.Secondly,after the completion of the micro-project study of "Preparing the Safety Technology Specification of Metal Sodium" in the first grade of senior high school,we conducted a sampling interview survey on the students in Class 2 of Senior high School.It is found that students are very much in favor of project-based learning,and students at different levels can gain something from it,especially when they just enter senior high school.There are some changes in the learning interest and desire of chemistry,as well as the learning way of chemistry.Students not only get an overall cognition and further sublimation in the learning of sodium metal knowledge,but also improve their interpersonal skills,communication and expression skills and cooperation skills in the process of the project.In addition,the questionnaire pre-test of comprehensive ability of learning in Grade two of Class 2 without project-based learning and the questionnaire post-test of comprehensive ability of chemistry learning after completing multiple project-based learning in grade two and grade three of Class 2 are processed and compared.It is found that students can improve their chemistry learning attitude,access to and processing of chemistry related information,chemistry learning style,questioning,problem solving,cooperative expression and innovative thinking ability.It can be seen that project-based teaching does have advantages in improving students’ comprehensive ability of chemistry learning and can promote the growth of teachers’ personal professional ability.Finally,three projection teaching cases are designed for senior one,senior two and senior three students focusing on the regulation of elements and their compounds,chemical power sources and chemical reactions,namely,"Preparing safety technology Specification of sodium Metal","Revealing lithium ion Batteries" and "Regulation of Synthetic ammonia Reaction".It is hoped to provide the general implementation strategies and practical cases of project-based teaching for the first-line chemistry teachers for teaching reference and application.