Research On The Application Of Micro-project Learning In The Normal Teaching Of Senior High School Chemistry

Our country calls for higher standards for its education as our comprehensive national strength continues to improve.It can be seen that the emphasis of college entrance examination is shifted from knowledge-focused valuation to key-competences-focused and abilities-focused assessment.Education,faced with rapid changes of the society,must be reformed to foster contributors and successors of socialism in a purposeful and planned way so that all the students will have the key competences and essential quality to adapt to their future life.Project-based learning,as a new teaching mode with significant educational function,meets such requirements.However,the implementation of project-based learning is time-consuming and difficult,which limits its promotion and application in fundamental education.The possibility of implementing project-based learning in normal teaching can be raised and its educational function can be given full play by reducing the time and complexity of projects to miniaturize project-based learning process while the advantages of it are maintained.After in-depth study in the existing literature about project-based learning and micro-project learning,the researcher explained the current situation of studies of project-based learning and micro-project learning at home and abroad and constructed a manipulating procedure for micro-project learning in normal teaching basing on the theory of constructivism,the multiple intelligence theory and the theory of Ubd.The target subjects of this experiment were 104 students in two parallel classes of a high school in Boluo.Micro-project learning was carried out in the experimental group,while the control group adopted conventional teaching methods.During the experiment,by collecting data from questionnaires,interviews,knowledge pre-test and post-test,the researcher investigated the essential abilities,chemistry key competences,improvement of learning interest of the students in the experimental group,as well as their acceptance,adaptability and expectation of micro-project learning.IBM SPSS Statistics 23.0 software was used to analyze the significance of the pre-test and post-test results of the experimental group and the control group.The results showed,compared with the traditional teaching method,that micro-project learning played a more significant role in the stimulation of students’ interest in learning,the promotion of students’ understanding of knowledge and their academic performance,the cultivation of students’ comprehensive ability,and the fostering of their chemistry key competences.This paper evidences the educational value and feasibility of the application of micro-project learning in normal teaching from two aspects of theoretical analysis and practical research and provides experiences and implications for the implementation of micro-project learning in high school chemistry teaching.