Research On The Design And Implementation Of High School Chemistry Micro-project Teaching For Deep Learning

With the development of the times,China has also put forward new requirements for the quality of education.The new curriculum reform has emerged,marking the entry of the era of core literacy in education.In high school chemistry,there is an urgent need to promote the implementation of core literacy in chemistry.Deep learning is considered a way to achieve literacy implementation,while project-based teaching mode is considered to effectively promote students’ deep learning in the classroom,However,project-based teaching has some limitations in its implementation,making it difficult to promote and use it.Micro-project teaching is a miniaturized project-based teaching approach aimed at simplifying the complex context of project-based teaching,shortening the implementation cycle,and enabling project-based teaching to enter high school chemistry classrooms,promoting the transformation of students’ learning methods from shallow to deep.Therefore,this study combines deep learning with micro-project teaching,and conducts research from both theoretical and practical perspectives.This research uses the literature analysis method to sort out the domestic and foreign literature of "deep learning" and "micro-project teaching",understand the research status of deep learning and micro-project teaching at home and abroad,and define the core concepts based on metacognitive theory,constructivism theory,distributed cognitive theory,situational cognitive theory,discovery learning theory,and Pragmatism theory,It is believed that deep learning is a learning method that cultivates students’ higherorder thinking in meaningful contexts,fully unleashes students’ subjective initiative,and achieves the cultivation of new talents with the ability to adapt to future society.It has four characteristics: student subjectivity,cultivating higher-order thinking,collaborative learning,and presenting core knowledge.Micro-project teaching is a projectbased teaching model that takes 1-2 class hours as a cycle,revolves around core knowledge,has clear themes,and develops students’ higher-order thinking in realistic situations.It has three characteristics: miniaturization,focusing,and comprehensiveness.This study uses a questionnaire survey method to understand the current situation of deep learning among high school students in chemistry learning.The survey questionnaire includes four dimensions that focus on deep learning,namely emotional and cognitive engagement,problem-solving ability,knowledge transfer ability,and critical innovative thinking.Based on the survey results,the framework of a micro project teaching model that focuses on deep learning is constructed,including micro-project theme design,micro-project activity design There are four stages in micro-project guidance design and micro-project evaluation design.Design and implement case studies based on the principles of focusing on core subject knowledge,student-centered approach,dialogue and operability.Before implementation,a differential analysis was conducted on the practical class.During the implementation process,student performance was evaluated through teacher observation and student project works.After the implementation of the case,qualitative analysis was conducted through teacher-student interviews to evaluate the implementation effect.A post test paper was designed to quantitatively analyze the implementation effect based on student grades.The final research conclusion is that the micro-project teaching model directed towards deep learning can effectively improve students’ learning enthusiasm and enhance their classroom participation;Students’ problem-solving ability and knowledge transfer ability have been significantly enhanced,and their critical and innovative thinking has been well developed,thus achieving deep learning;At the same time,students’ learning ability and academic performance have been improved to a certain extent.At the same time,this study provides implementation suggestions to ensure students’ subjectivity,strengthen high-order thinking training,and focus on synergy.Finally,there is a reflection and outlook on this study,analyzing the shortcomings of the research and exploring issues worth paying attention to in the future in this field.