Research On Unit Teaching Of Science In Junior High School Based On Project-Based Learning

The new curriculum reform and the proposal of the new curriculum standards both require the implementation of students’ core competencies,especially in the integration of scientific exploration and engineering thinking.Based on this background,the author believes that implementing unit based project-based teaching can effectively implement students’ core competencies.Based on this,the concepts of project-based learning and unit based teaching were defined,and the research status of project-based learning and unit based teaching at home and abroad was summarized.The combination of project-based learning and different disciplines was analyzed,and the feasibility of implementing unit based project-based teaching in science disciplines in junior high school was analyzed based on the current implementation status of project-based learning in regions and schools.Based on the current research status and relevant theoretical foundations,the author has constructed a framework for the design and implementation of modular project-based learning activities,including project proposal,scenario creation,project design,project presentation,and project evaluation.Guided by this framework,the author extracted appropriate unit content and designed a unit based project-based learning case that included6 lessons from the original textbook.The author divided a total of 800 students into an experimental group and a control group for easy comparison.Conduct a pre project test to understand students’ interest and understanding of project-based learning,and use the SUCCI questionnaire to understand students’ understanding of the essence of science.During the project-based implementation process,the designed cases will be implemented in the classroom,and students’ selfevaluation and inter group evaluation data will be collected through a scale.Other teachers will observe and record classroom teaching behavior using 3C-FIAS,and compare it with conventional classroom teaching behavior to obtain relevant conclusions.Conduct post project testing in the form of summative testing,post project interviews,and questionnaire surveys.Through interviews with students and analysis of pre and post test results,it can be found that the implementation of project-based learning activities in junior high school science has a relatively good effect on cultivating students’ core competencies.In addition to regular teaching,project-based learning can achieve a "1+1>2" effect.