Design And Practice Of High School Chemistry Project Based Teaching Under The Background Of "Carbon Peak" And "Carbon Neutralization"

"Carbon peak" and "carbon neutrality" are hot topics of concern to the whole society.In the context of the era when the issue of "double carbon" has risen to national policy,it has become the mainstream of the times to build a community of human destiny and a sustainable ecological environment.Chemistry is a subject closely related to the development of society.Under the promotion of the new curriculum reform and the requirement of the chemistry curriculum standard,high school chemistry education should be closely related to low-carbon life from the aspects of subject knowledge itself,practical application of life and sublimation of emotional value.However,middle school students are still in the process of development.Although there is a sense of environmental protection in the process of practicing low-carbon,there is a "disconnect between knowledge and practice" in concrete actions.Therefore,how to effectively permeate the concept of low-carbon in high school chemistry classroom teaching is a problem that the front-line educators need to think about.Low-carbon education adopts various teaching methods and focuses on the cultivation of practical ability.Based on an in-depth analysis of the core concepts such as "carbon peak" and "carbon neutral" and theoretical research related to project-based teaching,this study conducted a questionnaire survey among students and chemistry teachers in senior two of practical schools,the results show that the students do not have a deep understanding of low-carbon education,but they are full of expectation to carry out the project activities.After the questionnaire analysis,the subject knowledge is taken as the carrier,the starting point is to understand the current situation and path of carbon neutralization in China,and the content orientation is to let the knowledge glow with the charm of the times,project-based instructional design based on social hot information.To "uncover the reasons for the increase in the market share of new energy vehicles","to explore how to make carbon dioxide waste into treasure" two project theme activities to carry out project teaching practice.In order to further understand the effect of project teaching activities,an evaluation scale was designed to evaluate the overall feeling of project teaching,and interviews and questionnaires were used to evaluate low-carbon consciousness and low-carbon behavior.The results show that,project-based teaching of low-carbon education can close the relationship between low-carbon knowledge and life,promote deep learning of low-carbon knowledge,strengthen sense of responsibility of low-carbon environmental protection,and enhance sense of teamwork.Low-carbon education is the education that students and even people from all walks of life have to receive,in order to achieve the goal of "double carbon" we still need to do more efforts.It is hoped that this teaching case can provide a reference for the teaching and research work of the majority of educators.