The Practice Of Chemistry Project-Based Learning On Core Literacy In Senior High School

The development of the times has put forward higher requirements for the cultivation of talents,the shortcomings of traditional education have pushed the reform of education and the innovation of teaching methods,and the reform of the college entrance examination and the relevant requirements of the assessment system have attracted educators to conduct deeper research on how to implement the "moral education" and how to cultivate the core literacy of students.Domestic and international research shows that project-based learning is a hot topic of educational reform in recent years.It is project-based,outcome-oriented and student-centred,enabling students to explore the mysteries of subject knowledge in depth and develop 21 st century skills and core literacies while solving complex,challenging problems in the real world or in the process of solving real tasks that require deep thinking.The theme and starting point of this article is to explore the feasibility of project-based learning in high school chemistry course in the context of core literacy.Multiple research methods are used in this article,and the main research and conclusion are: Firstly,based on literature research and text analysis,to gain a deep understanding of the theories and research status related to core competencies and project-based learning.Secondly,based on the analysis results,a research study is conducted on the current situation of chemistry learning and the implementation of project-based learning in senior secondary school.After that,based on the results of the research,a project-based learning model are constructed,which takes the core literacy of chemistry as its starting and ending point,with the main stages being project preparation,project execution,project presentation and evaluation.Then,based on this model and taking into account the curriculum standards,textbooks and students,"design and production of warm stickers" is selected as a practical case to be developed and designed in depth in terms of knowledge learning,ability development,value leadership and literacy enhancement.Then,conduct quasi experimental research to diagnose the effectiveness and feasibility of project-based learning using data from student interviews,paper-and-pencil tests and evaluation scales.Finally,based on the results of ROST Content Mining text analysis and the reflections and gains of the project practice,the author proposes three implementation suggestions: "allocate time with the school curriculum and class schedule,expand students’ space for exploration and practice" "enhance management and organisational skills,and give full play to the role of the group " "encourage students’ exploration and innovation,and focus on process evaluation",hoping to provide some reference for the project-based learning practice in high school chemistry.The results show that project-based learning not only meets the relevant requirements of the state,the curriculum and students’ development,but is also a feasible and practical teaching method and an effective way to cultivate core literacy,which is conducive to the better implementation of the fundamental task of "establishing moral education".