Research On The Application Of Project Based Learning In High School Chemistry Teaching

In order to better implement the general requirements of talent power,China issued the Outline of the National Medium-and Long-Term Plan for Talent Development(2010-2020)in July 2010(hereinafter referred to as the Outline),which pointed out that our country needs innovative talents and talents who are capable of all-round development.In September 2016,Beijing Normal University held the results of the release of the "Chinese Students Development of Core Literacy" was officially released,which defined the character and key abilities that students should possess.In order to meet the needs of the society for talents,in order to meet the requirements of the core quality of chemistry for students,our team of teachers should keep up with the trend of The Times,constantly learn new educational and teaching ideas and apply them to practical teaching.As a new teaching method,project learning can effectively improve students' ability to analyze and solve problems by creating situations and allowing students to explore independently.At present,the project learning teaching model has been widely used in the field of education and teaching abroad.Due to the late start,most of the research on project learning in China is still in the relevant theoretical analysis and practical exploration stage,and there are relatively few researches on the application of project learning in chemistry teaching.Therefore,after consulting relevant literature,this study defined the concept of project learning,and differentiated project learning and task-driven learning,so as to further clarify the connotation and extension of project learning.Then,in combination with the theoretical basis of project learning,design and implement specific teaching cases.The implementation effect of project learning is analyzed through educational experiment,questionnaire survey and interview.This study mainly includes six parts:The first part is the introduction.This paper mainly introduces the research background,the research status of project learning,the purpose and significance of this research,as well as the research ideas and methods.Firstly,the paper discusses the feasibility of project learning from three aspects:the need of the society for innovative talents,the requirements of the new curriculum standard and core quality,and the shortcomings of traditional teaching.Then,it introduces the progress of project learning at home and abroad by consulting literatures.Finally,the purpose and significance of this study are discussed,and the ideas and methods of this study are introduced.The second part is the definition of the core concept and the theoretical basis of project learning.Firstly,the concept of "project" and "project learning" is defined,and"project learning" and "task-driven teaching" are differentiated to further clarify the meaning of project learning.Then,through literature review to understand the theoretical basis of project learning,deepen the understanding of project learning from the theoretical level.The third part is the investigation and analysis of the current situation of high school chemistry teaching,including students' pre-test questionnaire and teacher interview.Through the analysis of the interview results of teachers,it is found that many teachers have little understanding of project learning,but they are looking forward to the application of project learning in high school chemistry teaching.Through the questionnaire survey of the students,we can see that there are still some problems in the chemistry class of the current high school.Therefore,the application of project learning in practical teaching has a certain practical value.The fourth part is the design of high school chemistry application project learning,including the design ideas of project learning and specific implementation cases.After reading a lot of literature and combining relevant theories,two teaching cases are designed:"Exploring 84 Disinfectant" and" Effective Absorption of Iron Supplementation".The fifth part is the practice and result analysis of high school chemistry teaching application project learning,including the result analysis and student interview results analysis.By comparing the results of the two parallel classes,it is found that after the teaching experiment,the dispersion degree of the experimental class is significantly reduced and the average score of the experimental class is higher than that of the control class.This shows that project learning is helpful to the improvement of students'academic performance.Through the analysis of the interview results,we can see that project learning can improve students' learning enthusiasm and cultivate their comprehensive ability to a certain extent.The sixth part is the summary and prospect of this research.Through the implementation and analysis of specific cases,the main results of this study are as follows:(1)The project learning conforms to the requirements of the new curriculum standard and can achieve the purpose of cultivating students' chemical discipline quality.As a new inquiry learning mode,project learning allows students to analyze,process and apply information independently in the process of project activities based on situational problems.In the process of cooperation and exploration,students' core accomplishment of chemistry discipline is improved.(2)Project learning can effectively improve students' learning enthusiasm and academic performance.In this study,two parallel classes were selected to carry out a controlled experiment.Results of performance analysis showed that the performance of students in the experimental class was improved after project learning mode.The interview results showed that the students in the experimental class had a great improvement in their enthusiasm for learning chemistry.(3)The diversified evaluation methods of project learning enrich the single evaluation methods of traditional teaching.The evaluation content of project learning extends from learning achievement to learning attitude,behavior habit and classroom performance.At the same time,the evaluation methods are also expanded to include student self-evaluation,student mutual evaluation,teacher evaluation and group evaluation,etc.Therefore,the application of project learning in chemistry teaching can also introduce the evaluation method of project learning into chemistry teaching,which is conducive to the construction of a more diversified evaluation system of chemistry discipline.