Application Research Of High School Chemistry Project-based Teaching Based On Core Literacy

As a new teaching method,project-based teaching is a teaching mode that takes real-life cases as background,initiates investigation in the form of group work,focuses on project results in the classroom,and relies on a multiple evaluation system to comprehensively evaluate students' groups and finally solve practical problems.According to the"literacy-based" teaching concept of the General High School Chemistry Curriculum Standards(2017 Edition),project-based teaching meets the requirements of the new curriculum standards,responds to the diversified development needs in the international context,and helps cultivate students' core literacy in chemistry,which has important research value.However,there are limited studies on the integration of core literacy in chemistry into project-based teaching.The purpose of this study is to design and develop a project-based teaching method for the efficient preparation of ethyl acetate,a raw material for spices,in the chapter of "Chemical reaction rate and chemical equilibrium".The project-based teaching was designed and developed with the theme of"Efficient preparation of ethyl acetate from spices" and the teaching activities were investigated.The innovation of this study is to integrate the textbook knowledge "regulation of chemical reactions" with the experiment "preparation of ethyl acetate",to promote the systematization and structure of the teaching process,and to make the theoretical knowledge more vividly integrated into the activity sub-projects.This study provides theoretical exploration and practical examples for the use of project-based teaching to achieve students' core literacy,with a view to forming a more scientific approach to teaching high school chemistry and achieving the cultivation of students' key Competencies and the consolidation of educational achievements.In terms of the main content of the study,the following aspects were studied:Chapter 1,Introduction.This chapter will focus on the research background,research purpose and significance,research ideas and methods,and research contents mentioned in the research process,and summarize and analyze the current status of research on project-based learning at home and abroad,and present their conceptual understanding of project-based learning in relation to the views of different scholars on project-based learning and other related concepts at different times.Chapter 2,Core concept definition and theoretical basis.By consulting a large number of literature,with constructivism learning theory,cooperative learning theory,gardner's multiple intelligence theory as the theoretical basis,on the basis of analyzing the relevant literature,to define the project teaching and related concepts,and summarizes the teaching process project teaching theory basis,for the article practice part to provide certain theoretical basis.Chapter 3,Process construction of project-based teaching.Based on the analysis of chemical equilibrium and chemical reaction rate textbook content and the definition of the topic,the teaching objectives and teaching tasks of the project are set,and the ideas of the relevant project design are analyzed.The design of lesson time allocation,introductory activities and project-based teaching tasks is mainly focused on the role of catalyst,temperature and concentration in the regulation of chemical reactions.Chapter 4,iActivity inquiry and effectiveness evaluation of project-based teaching.The evaluation of teaching outcomes will be developed in the course of that study by combining statistical analysis,teaching records and the variability of evaluation results in terms of student performance,student self-assessment,mutual assessment and other assessments,and reflecting on the teaching outcomes and the learning results achieved,and making targeted.Based on the results of the study,the main points to summarize and reflect on the design and application of this project-based teaching are as follows.First,as a kind of inquiry-based teaching,project-based teaching is a good way to initiate the classroom atmosphere,ignite students' interest in the more difficult learning areas,and motivate them to learn.Secondly,compared with traditional teaching,project-based teaching is an effective way to integrate the development of students' disciplinary key Competencies,and it is effective in improving students' ability of cooperative inquiry and higher-order thinking.Finally,project-based teaching can connect the starting and ending points of learning for each student in a problem-driven way,which is especially suitable for systematic teaching in high school chemistry.However,there are some shortcomings in this study,such as the difficulty in mapping students'actual learning before project-based teaching,and the slightly inadequate assessment system and presentation of results for students' learning after teaching.