The Application Research Of Project-based Teaching In High School Chemistry Teaching

Project-based teaching is an effective way to integrally develop the key competency of students in the aspect of subjects and has high value in teaching of senior high school chemistry.With constructivism learning theory,multiple intelligence theory and the like as theoretical guidance,based on domestic and foreign research on project-based teaching,the paper defines the concept of project-based teaching,analyzes the four elements of project-based teaching,and summarizes the characteristics of project-based teaching,different from other teaching modes,thereby realizing the general process of project teaching on the basis of the three basis phases of project-based teaching.The paper analyzes and researches six ‘Micro Projects' newly added to the new teaching materials in the compulsory phase of senior high school chemistry in detail by understanding and researching the four elements of project-based teaching.The application status of project-based teaching in senior high school chemistry via a classroom observation method and a questionnaire method is known.The paper proposes the application strategy of project-based teaching of senior high school chemistry starting with three phases of project teaching,based on problems of project-based teaching during application at present.The teaching strategy in the project preparation phase includes the steps of selecting a project topic,knowing and researching students,reasonably planning a project and concentrating on teaching research;the teaching strategy in the project-based implementation phase discusses‘what to teach' and ‘how to teach' in project teaching;and the teaching strategy in the project evaluation phase emphasizes multiple governing subjects,reasonable standards and comprehensive content of evaluation.The paper applies the project-based teaching strategy of senior high school chemistry to design and practice of specific project teaching cases.Project-based teaching is designed and implemented by selecting a ‘Micro Project',namely‘Scientific Usage of Chlorine-Containing Disinfectant' in Module 1 of LKHX Senior High School Chemistry and the newly-developed project ‘Exploration on Long-Acting Slow-Release Aspirin'.The two practice cases completely present the design,implementation and evaluation processes of project-based teaching in the six aspects of project topic analysis,project teaching objective,project task and teaching process,project implementation process,project result evaluation,and project reflection and improvement suggestion,which sufficiently explains application of the project-based teaching strategy proposed in this paper to actual teaching.After the cases are implemented,the implementation effect is evaluated via an interviewing method.The results indicate that project-based teaching as an inquiry teaching mode motivates students to learn,enhances the learning effect of students,trains the ability to solve practical problems of students,and effectively develops the key competency of students in chemistry.