The Research And Practice Of Project-based Teaching In High School Chemistry For Developing Students’ Core Literacy

The implementation of the new curriculum reform has put forward new requirements for the chemistry class in senior high schools.The latest revision of the Ministry of Education’s "Chemistry Curriculum Standards for General High Schools(2017 Edition)" clearly pointed out that the curriculum training goal of general high schools is to further improve the comprehensive quality of students and strive to develop their core literacy.The project-based teaching mode is the module integration and transfer application of knowledge units in different situations,focusing on solving practical problems,which is consistent with the idea of deep learning that emphasizes critical and deep understanding of knowledge.Therefore,carrying out project-based teaching provides a path for exploring the classroom teaching of deep learning and developing the core literacy of the discipline,which is conducive to cultivating students’ high-level thinking and comprehensive ability.Based on the existing research results and practical experience of project-based teaching at home and abroad,taking the chemistry teaching of a senior high school in Shandong Province as an example and combining the reform objectives of basic education and the reform path of the new college entrance examination in China,this thesis studied the relevant theories and teaching practices of project-based teaching for developing students’ core literacy in the perspective of the new curriculum standards.On the basis of reading,sorting out and analyzing a large number of relevant documents,the core concept of project-based teaching was defined,and the relevant theoretical basis of project-based teaching was expounded.Taking a key senior high school in Shandong Province as the research object,the author interviewed and investigated the front-line teachers of senior high schools to discuss the advantages and disadvantages and feasibility of implementing project-based teaching.A questionnaire survey was conducted on the achievement of high school students’ chemical core literacy.The current situation of high school chemistry teaching and the necessity of implementing project-based teaching were analyzed from the five dimensions of chemical core literacy.On this basis,two classes with insignificant differences were selected as the experimental class and the control class in the third grade of senior high school to carry out teaching practice.Three cases of project-based teaching design of different class types were displayed respectively “Exploring the Transformation of Sulfur Containing Substances in the Sulfuric Acid Industry”(review series lectures),“The Birth of the Magical Drug Aspirin”(special expansion class),and “Re-exploring the Preparation of Halogen Elements”(exercise class),and detailed classroom records were provided.Through the follow-up interview and investigation of some students and the analysis of the results of the pre-and post-test,a comparative study of the achievement of students’ knowledge and ability was carried out,and corresponding practical conclusions were drawn.From the results of teaching practice,project-based teaching has shown great advantages in developing students’ core literacy.Compared with traditional classroom teaching,project-based teaching is more conducive to stimulating students’ subjective initiative in learning.Through the implementation of project-based teaching activities,students can complete the construction of the basic knowledge system of chemistry in specific situations,further improve their ability to comprehensively apply knowledge,apply what they have learned to solve complex problems,draw inferences from other examples,and significantly improve core discipline literacy.It will greatly promote the development of students’ subject ability and innovative thinking.The implementation of project-based teaching to develop students’ core literacy under the new curriculum standard can effectively improve students’ comprehensive quality and enable them to have chemical literacy and quality that can adapt to the future social development.