Research On The Practice Of Project-based Teaching Of High School Chemistry From The Perspective Of Teaching Life

Senior high school chemistry curriculum is an important carrier to implement the fundamental task of building morality and cultivating people,carry forward the scientific spirit and improve students’ subject core literacy.The curriculum is required to meet the requirements of hierarchy,diversity and selectivity,based on modern life and future development,guide students to pay attention to life and social problems related to chemistry,and cultivate responsibility consciousness and decision-making ability.This study uses the method of project-based teaching,integrates the concept of teaching life,according to the characteristics of the discipline,based on the core quality of chemistry discipline,skillfully sets up the life situation and highlights the essence of knowledge.Students use their existing life experience to understand and use in the learning process,obtain perception,and sublimate their emotional attitudes and values.Based on life education theory,life world theory and constructivist learning theory,this study consulted relevant literature,summarized the research status,and conducted a survey on the current situation of life-oriented and project-based teaching among teachers and students of ordinary high schools in Liaocheng by using the methods of questionnaire and interview.The pre-test survey results show that the combination of social life and classroom teaching has become a general development trend,and students are very interested in the teaching content close to life,however,most teachers lack relevant theoretical learning,and there are few implementation due to the tense class hours in senior high school.Some chemistry teachers agree with the idea of integrating teaching life into project-based teaching.In order to better infiltrate the concept of life-oriented education in project-based teaching,this study counted the number of different situational material types in the compulsory courses of senior high school chemistry textbooks published by the people’s education press,Shandong science and technology press and Jiangsu phoenix education press.Through analysis and comparison,it was found that the social life situation types accounted for a large proportion in the three versions of textbooks,at the same time,combined with the situational material suggestions in the theme of chemistry curriculum standards for senior high schools(2017 edition and 2020 revision),the three themes of cognitive element periodic table in the research and practice of compulsory one and compulsory two of senior high school chemistry human education edition(2019),testing iron in food and making tofu are selected to design and implement project-based teaching cases.Combined with group self-assessment scale,by means of questionnaire and interview,a follow-up survey was conducted on the classes led by six chemistry teachers who carried out the teaching practice of integrating life and project-based teaching in daily teaching.The post-test survey results show that it is necessary and feasible to integrate the concept of teaching life with project-based teaching in senior high school chemistry curriculum.Through project-based teaching,students actively construct a knowledge system to understand,discover and regenerate the learned knowledge,experience the process of "re creation" of chemical knowledge,be able to solve practical problems with subject knowledge,and experience the "life" and "practicability" of chemical discipline.