Applied Research Of Project Learning In High School Chemistry ——Takes The Integrated Application Of Electrochemistry As An Example

According to the Decision of The State Council on the Reform and Development of Basic Education,it is pointed out that primary and secondary school education should develop students’ core literacy.According to the 2017 version of the new curriculum standard,higher requirements are put forward for the development of students ’ability in the teaching process.Limited by teaching hours,how to develop and improve students’ core literacy in limited classroom teaching is an important problem in high school teaching.The salient features of project-based learning can specifically solve the problems existing in students’ learning.The survey found that students have a general fear of difficulties,frustrated learning confidence,and limited self-learning experience.They only know how to immerse themselves in learning books while the extracurricular extension is little,and the breadth of learning knowledge is obviously insufficient;the learning methods and learning paths are relatively simple,and there is a lack of learning methods suitable for themselves;learning expectations are high,only focusing on learning performance and having a strong tendency of score-only.Project-based learning has the advantages of relying on the real situation,improving students’ subject status,integrating students’ knowledge system and developing students’ critical thinking,which can improve students’ problems accordingly.Interview with front-line high school teachers concluded that there are three difficulties in teachers’ application and implementation of project-based learning: 1.Single learning channel;2.Less design cases;3.Less implementation reference.First of all,this paper analyzes and summarizes the basic principles of project learning teaching case,that is,combining the latest scientific research achievements as the background and the real life situation,guiding students to explore knowledge as the main body;learning with multi-hours as the carrier to develop the system;and taking critical reflection as the starting point to guide students to learn deeply.Under the guidance of this basic principle,taking the complicated knowledge points and extensive application of electrochemistry in high school chemistry as an example,the project-based learning teaching case is designed and implemented.For the four problems of serious fear of difficulties and frustrated confidence,narrow knowledge and lack of extension,simple methods and weak ability,high expectation and score-only,dimensional questionnaire surveys of "learning status of students","chemical knowledge breadth","learning method and learning path" and "students’ learning expectation" are designed for the four major problems,respectively.Through the implementation of 2 teaching cases and 7-hour project-based learning in electrochemistry,and through SPSS analysis in the form of practice pre-and post-testing,the following four conclusions are obtained: project-based learning can effectively improve students’ application ability in the field of high school electrochemistry;project-based learning can expand students’ chemistry knowledge;project based learning effectively improves students’ learning methods and learning pathways;project-based learning improves students’ self-learning and exploration ability and helps alleviate students’ learning expectations.Through this study,the author first found the difficulties in project-based application,introduced the project-based teaching mode according to the learning situation of students learned from the survey,and solved the application problems of project-based learning in the field of high school chemistry according to the correspondence of teacher interview results.Secondly,the general design principle of project based teaching design is summarized.Finally,according to the implementation of teaching cases,the development of students’ ability and the improvement of core literacy are verified.The process demonstration and case reference of project-based learning teaching for front-line teachers is conducive to the promotion and application of project-based learning mode,which surely will expand the application of project-based learning in China.