Design And Practice Research Of Science Project-based Learning In Junior Middle School From The Perspective Of Key Competencies

Project-based learning is a new teaching model that is widely used in curriculum reform practice to solve a series of complex problems through inquiry activities based on subject concepts and principles.Through statistics and analysis of the current status of Key competencies and Project-based learning research at home and abroad,this study finds that domestic and foreign research on Key competencies mainly focuses on the content and system construction of Key competencies,curriculum practice based on Key competencies,Key competencies assessment,and educational practice based on Key competencies,and domestic and foreign research on Project-based learning mainly focuses on the teaching model,teaching evaluation,technical support and subject teaching practice.In addition this research sorts out the meaning of Key competencies and Project-based learning,and analyzes the relationship between Key competencies and scientific literacy,Project-based learning and scientific literacy cultivation,and the characteristics of scientific disciplines in Zhejiang Province and the requirements of scientific curriculum standards for Key competencies cultivation.Guided by Constructivism learning theory and the theory of Multiple intelligences,based on the integration of the existing Project-based learning design framework and Project-based learning implementation process,with the goal of developing student Key competencies,a junior high school science project-based learning from the perspective of Key competencies was designed.Applying this model to the chapter "Weather and climate" of Zhejiang Education Science 8,the unit-based project "Unlocking the mystery of super typhoon hagibis" was designed.Through the design of specific teaching cases,I summarized the principles of junior high school science project-based learning design.(unit principle,authenticity principle,public display principle and evaluation diversity principle).After the project practice,put forward instructional strategies(cooperative learning strategy,knowledge construction strategy,learning support strategy,and project supervision strategy)for junior high school science project-based learning.And then use conventional unit test paper,PISA2015 science test and questionnaires to test the teaching effect.The test data results show that the experimental class and the control class performed similarly in the conventional unit test papers,and there was no significant difference in the knowledge acquisition levels of the two classes;the experimental class performed significantly better than the control class in the PISA2015 scientific test selection and questionnaire In the control class,especially in the "scientific competence" dimension,the Sig values of both test results were <0.05.By analyzing the overall test data,the study concludes that the existing paper-and-pencil tests cannot effectively detect the level of student competencies,and the general teaching model fails to fully implement the cultivation of student Key competencies;the unit-based project-based learning studied can better improve students 'high-order cognitive ability and implement the development of students' Key competencies.