Research On The Normalization Of Classroom Teaching Practice Of Project-based Teaching In Senior High School Chemistry

Since 2014,the Ministry of Education declared the opinions on comprehensively deepening curriculum reform and implementing the fundamental task of Building Morality and educating people,China’s basic education reform has developed in depth from curriculum plan,implementation,examination,enrollment,standards,and textbook to teaching methods.Under the "three new" background of "new college entrance examination,new curriculum and new teaching materials",the majority of front-line teachers are gradually adopting a quality-cored classroom teaching method.Based on the three-year exploration of project-based teaching practice,the author titled this study as "Research on the normalization of classroom teaching practice of project-based teaching in senior high school chemistry".This research includes six parts: "introduction","theoretical research and definition of core concepts","necessity of implementing project-based teaching in normal classroom teaching","normal classroom teaching strategy of project-based teaching in senior high school chemistry","case design of normal classroom teaching of project-based teaching" and "research conclusion and reflection".To begin with,the author clarified the research purpose and significance,and defined the main concept of project-based teaching after consulting a large number of literature The project-based teaching is based on the discipline curriculum standards,creating challenging real teaching situations closely related to the discipline,and solving project tasks through group cooperation and inquiry,so that students can develop critical thinking,understand core knowledge,and improve problem-solving ability,This is a teaching mode to develop the core quality of the subject.The author summarizes the research status of project-based teaching in China from three aspects: theoretical research,chemical curriculum development and practical research,and teaching lesson design by combing the research status at home and abroad,especially by systematically analyzing the current situation of project-based teaching in China.At present,the theoretical research on Project-based teaching in chemistry,curriculum development and practical research in China has been very detailed,although there are many teaching lessons,However,there are few Practical research is an innovative point of this passage.Based on three years of practical research experience,the author analyzes the necessity of carrying out project-based teaching in normal classroom teaching.That is,the classroom teaching mode under the background of "three new" should change its question from asking "why,what and how to test" to asking "why,what and how to teach".Teaching situation is not only the carrier of examination,but also the teaching activity.Project-based teaching can take advantage of "situation",which solves the relationship between "teaching" and "examination".Through the research,it is found that project-based teaching can be integrated with normal teaching in terms of teaching duration,type,student management,etc.,and conform to the current teaching mode of divided classes and a single session of a school day or class in senior high school,without affecting the school’s education and teaching order.It is feasible to carry out it in an all-round way.Firstly,this study synthetically analyzes the critical advantages of project-based teaching,including promoting students’ in-depth learning,cultivating high-order thinking,helping students form the core quality of the subject,promoting classroom teaching reform,improving students’ learning ability and promoting teachers’ professional development,and provides a strong demonstration for the normal implementation of project-based teaching.Secondly,from the three aspects of project planning,implementation,evaluation,this paper proposes the normalization strategy of project-based teaching in senior high school chemistry.At first,the project planning should clarify the type of chemical knowledge,select appropriate teaching contents and methods,so as to construct teaching courses.Second,the project implementation strategy is developed from three aspects,namely,the specific operation steps from project disassembly to design driven,the specific process of classroom teaching implementation and the formation of project.Third,the project evaluation strategy proposes specific evaluation steps from the perspective of normal evaluation.Finally,the teaching strategies are analyzed and explained in combination with specific teaching examples to provide replicable and implementable teaching examples for the majority of front-line teachers.