High School Chemistry Project-based Learning Teaching Design Research

With the progress of the times and the development of science and technology,the society puts forward higher requirements for talent training.‘Ordinary high school chemistry curriculum standard(2017 edition)’ clearly points out that we should pay attention to the teaching of ‘literacy-oriented’,advocate building a real problem situation related to chemistry,and cultivate students ’ subject core literacy and 21 st century skills in the situation.As a new teaching mode that meets the requirements of the development of the times,project-based learning has gradually become a research hotspot in the field of education.Project-based learning starts from real problems,carries the core knowledge of the subject,guides students to formulate activity planning and implementation plan by problem or task-driven way,solves project tasks and displays and exchanges with project results,which helps students to understand knowledge deeply and promote the development of core literacy and comprehensive ability.This paper mainly adopts the literature research method,questionnaire survey method,interview method,the project learning into high school chemistry teaching design.Through the analysis of the connotation,steps and current situation of project-based learning in high school chemistry teaching,based on the characteristics of chemistry and students ’ cognitive basis,this paper puts forward the teaching design strategy of high school chemistry project-based learning from four aspects of selecting project theme,formulating project objectives,setting framework problems and carrying out project evaluation,and puts forward the project implementation strategy from three stages of project preparation,implementation and evaluation.The research method of combining theory with practice,combined with the proposed project-based learning teaching strategy of high school chemistry,two project-based learning teaching cases “Exploring leavening-agent” and “Designing the user manual of medical alcohol” were designed,And the teaching practice of“Exploring leavening-agent” project.Using classroom observation,student questionnaire and teacher interview method to understand the effect of project learning practice.It is concluded that the combination of project-based learning teaching mode and chemistry routine classroom can stimulate students ’ interest in learning chemistry and their desire to explore,improve classroom participation,promote the development of comprehensive abilities such as group cooperative inquiry,communication,analysis and problem solving.Finally,reflect and summarize the problems existing in the research process,in order to improve in the future teaching practice.