Study On The Teaching Design And Practice Of Project-based Learning Of High School Chemistry

With the in-depth development of basic education reform,higher requirements have been set for the cultivation of talents,which makes people realize that the literacy level of an individual can no longer be merely measured by the acquisition of theoretical knowledge,and it is equally important to improve the individual practical ability.The new curriculum standard of high school chemistry points out that chemistry teaching shall pay attention to the cultivation of students' independent learning ability and problem-solving ability,with the goal of cultivating students' scientific literacy and core chemistry literacy.The new teaching mode of project-based learning with students as subjects centers on the concepts and principles of disciplines,solves complicated problems in project situation,inspires students' interest in learning,and improves students' scientific inquiry ability through the learning exploration of project tasks.Through the analysis of the related literature on project-based learning,it is found that project-based learning has been studied in all stages of chemistry education,especially in basic education.However,most of these papers put forward suggestions and strategies on the project learning model at the theoretical level,and there are few researches on the implementation of project learning in the teaching case design in the routine chemistry classroom.Therefore,the application of project learning teaching mode in middle school chemistry teaching has a certain research value.In this study,students' questionnaire and teachers' questionnaire are designed to investigate the situation of students' chemistry learning and teachers' chemistry classroom teaching,and analyze the characteristics and problems of current chemistry classroom teaching,so as to provide data and factual basis for the practical research of high school chemistry based on project-based learning.Through the analysis of the survey results,it is found that chemistry teachers have also tried to improve the teaching methods and made a lot of efforts to actively explore new teaching modes.However,due to the heavy teaching tasks and constraints of teaching conditions in high schools,the teaching methods are often not effective.At the same time,with the increase of learning content and the increase of difficulty,most of the current classroom theory and practice are separated,the classroom atmosphere is dull,resulting in students' low enthusiasm in class,chemistry learning interest gradually fading.In order to break the impasse of the current reform of chemistry classroom teaching methods as a formality,this paper selects the relevant contents such as "Acid Rain","Primary Battery" and "Chemical Energy and Heat Energy",which are compulsory courses of high school chemistry in PEP edition,and designs three teaching design cases according to the teaching objectives and learning situation analysis,combined with the principle of project learning.Project-based learning in high school chemistry teaching by means of experimental contrast method.Based on the analysis of the results of students' overall evaluation scale,case tests and student interviews,it is found that project-based learning teaching mode is helpful to improve students' abilities in independent learning,team cooperation and other aspects,and develop students' comprehensive abilities.At the same time,the teaching mode based on project-based learning can improve the current situation of single chemistry teaching methods,is conducive to enrich the chemistry teaching theory,promote the professional development of teachers,and provides an effective new teaching mode for high school chemistry classroom teaching.