| The general rules of project inquiry in project-based learning include question guessing,scheme design,verification and falsification,all of which need evidence support.It meets the requirements of the new curriculum standard "Attach importance to the development of quality-based teaching".Evidence-based project learning in high school chemistry means that students with the driving of the core issues,collect evidence,use evidence,solve the problem and present achievements in the form of team cooperation.Teachers based on students’ performance appraise them.It aims to cultivate the students’ consciousness and the ability to use evidence,so that they can do the scientific inquiry according to the evidence,solve complex problems and have the ability to face the future society alone.This study used the literature research method to analyze the current situation of project-based learning and evidence-based teaching research.It also defined the relevant concepts and cleared that constructivism theory,discovery learning theory and multiple intelligence theory are the theoretical support of the research.On this basis,the basis and principles followed by the project design were analyzed.As well as the five elements to be included were obtained,including the theme,objective,evidence,process and evaluation.In addition,the specific implementation process and presentation mode were designed,so as to construct the evidence-oriented project-based learning theoretical model of high school chemistry.According to the theoretical research results,three project cases were designed and implemented in Cangzhou X Middle School,namely,Exploring the Storage Mode of Fruit Juice to Maintain Vitamin C Content Better,Extraction of Caffeine from Tea,and Understanding the Buffer Mechanism of Human Body for First Time.In practice,students recorded the learning process through the project activity sheet,and teachers evaluated students’ performance through the classroom observation scale.After the practice,the questionnaire survey method was used to evaluate the students’evidence consciousness and scientific inquiry level,and the adaptation of chemistry college entrance examination questions was used to test the actual learning effect.In addition,through interviews to understand the feelings of front-line chemistry teachers for the study,to obtain relevant suggestions.The results show that students’ subjective evaluation of their own evidence awareness and inquiry ability is significantly higher than that before learning,and the correct rate of answering experimental inquiry questions based on information is also significantly improved,especially for excellent students and middle-class students.It shows that this kind of learning method makes most students basically master the general idea of solving problems,and enhances the consciousness of evidence and the ability of using evidence. |
