Project-based Teaching Design And Practice Of Junior High School Chemistry Combined With Social Science Issues Under The Background Of "double Carbon

China put forward the "double carbon" goal in 2020.In order to comprehensively and thoroughly implement the guidance of national carbon peak carbon neutrality work,the Ministry of Education has issued the Work Plan for Strengthening the Construction of Higher Education Talent Cultivation System for Carbon Peak carbon neutrality and the Implementation Plan for the Construction of National Education System for Green and Low Carbon Development in 2022.It clearly emphasized the importance and urgency of improving the training quality of carbon neutrality related professionals and building a green and low-carbon national education system.In addition,the "Chemistry Curriculum Standards for Compulsory Education(2022 Edition)" clearly emphasizes the importance of students participating in exploration activities on social scientific issues,experiencing the importance of responding to future uncertainty challenges with a rational,positive attitude,and systematic,innovative thinking,enhancing their civic awareness of rational participation in social decision-making,and thus cultivating their core literacy of "scientific attitude and responsibility".Project based learning is a situational teaching method based on constructivism,which allows students to learn and practice,realize ideas,and solve problems in real-life society.It is very suitable for learning and exploring complex,controversial,and comprehensive issues in social science.This study aims to understand the current teaching situation through learning about the "dual carbon" goals and national green and low-carbon development education policies,analyzing relevant literature at home and abroad,conducting student surveys and teacher interviews,and clarifying the research purpose and significance.Under the guidance of situational cognition theory,discovery learning theory,and constructivist theory,a projectbased teaching process based on social science topics is designed,And explain the specific process and teaching strategies.Guided by the "dual carbon" goal,analyze and explore the green and low-carbon teaching materials contained in junior high school chemistry textbooks,such as environmental issues such as excessive carbon dioxide emissions leading to climate change,and identify social scientific issues related to the "dual carbon" goal.Organized the nature of carbon dioxide and its impact on life and environment,rational utilization and development of energy and other disciplines organically,designed teaching from three perspectives of carbon conversion,carbon cycle and carbon emission reduction,designed "comprehensive utilization of carbon dioxide under the ’dual carbon’ goal-the nature of carbon dioxide","dialectical understanding of carbon dioxide’s impact on life and environment" Three teaching cases of "rational utilization and development of energy under the vision of carbon neutrality",and teaching practice of "comprehensive utilization of carbon dioxide under the goal of" double carbon "-the nature of carbon dioxide".Evaluate and reflect on the effectiveness of teaching practice based on the teaching situation,student questionnaire surveys,and interviews.The research results indicate that project-based teaching of junior high school chemistry in the context of "dual carbon" combined with social scientific issues can help cultivate students’ green and low-carbon development concepts;Teaching activities such as proposing solutions and analyzing their feasibility can help cultivate and enhance students’ ability to dialectically analyze and solve real problems,enhance their awareness of participating in social decisionmaking,and cultivate the core literacy of "scientific attitude and responsibility".