Teaching Design Of High School Chemistry Project Based Learning From The Perspective Of Curriculum Ideology And Politics

General Secretary Xi Jinping has stressed that moral education should be taken as the central link,and ideological and political work should be carried out throughout the whole process of education and teaching to achieve all-round education.Therefore,all subjects should pay attention to curriculum ideology and political teaching.Curriculum ideology and political education is to complete the fundamental task of establishing morality and cultivating people by making the chemistry curriculum play a role in educating people.Project-based teaching enables students to obtain necessary knowledge and skills in the process of curriculum ideology and politics education through real situations and specific tasks.Teaching design of high school chemistry project-based learning from the perspective of Curriculum ideology and politics refers to excavating the elements of curriculum ideology and political education in knowledge,taking the driving problems of project and curriculum ideology and political education as the guide,through practical activities,knowledge goals and education values,it's to cultivate students' scientific spirit and socialist values.In the study,with the constructivist learning theory and human comprehensive development theory as the theoretical support,using literature research,investigation and statistical analysis methods.The situational materials of Teaching design of high school chemistry project-based learning from the perspective of Curriculum ideology and politics are listed from the contents of for the contents of the required chapters 1-8 of the PEP edition textbook(2019).It provides a real task situation for Teaching design of high school chemistry project-based learning from the perspective of Curriculum ideology and politics.Teachers' suggestions and students' needs are collected through teacher interviews and student questionnaires.Provide diagnostic evaluation for the later teaching design.It excavates the curriculum elements and three teaching designs of project-style high school chemistry courses,experimental courses and practical courses based on ideology and politics are designed.Chemical balance state of PEP edition of the ordinary high school compulsory one(2019)and chemical balance influencing factors and the development and utilization of compulsory seawater resources were selected separately.The project is designed to control automobile exhaust gas and study the development and utilization of industrial synthetic ammonia and seawater resources.It carries out self reflection evaluation and middle school teacher evaluation on teaching design.The results show that:(1)from the questionnaire survey results,the Teaching design of high school chemistry project-based learning from the perspective of Curriculum ideology and politics(1)can improve students' classroom concentration,enthusiasm and teaching effect.(2)It can enhance professional identity and humanistic quality.(3)Students hope that in the follow-up study,in addition to classroom teaching,they can also be integrated into other teaching forms such as experimental class,activity class and class meeting.Therefore,Teaching design of high school chemistry project-based learning from the perspective of Curriculum ideology and politics can improve the teaching effect.So as to promote students to deeply understand the necessary knowledge and skills.(2)According to the interview results,The Teaching design of high school chemistry project-based learning from the perspective of Curriculum ideology and politicsnot only effectively improves the learning efficiency,but also provides effective reference for middle school teachers,which can enable teachers to update their teaching ideas and expand their professional knowledge in time.(3)According to the evaluation results of instructional design,the scores of instructional design are 32.8,32.2 and32.6 respectively,all of which were all grade B.Therefore,Teaching design of high school chemistry project-based learning from the perspective of Curriculum ideology and politics is feasible,the project-based activities are in line with the learning situation,and can effectively complete the educational goal.However,there are deficiencies in the connection between old and new knowledge,knowledge expansion,diversification of evaluation methods,value and time control of problems,and effective communication between teachers and students.I hope to improve it through further research.