Research On The Teaching Practice Of "galvanic Battery" In High School Chemistry Based On Micro-project

With the arrival of the new era,the demand for talents in society is also changing.In order to meet the development of our country,it is urgent to renew talented person training mode,promote new curriculum reform,innovate classroom teaching mode,and cultivate high-quality innovative talents energetically.Project-based teaching is a teaching mode that emphasizes on letting students solve problems through cooperative exploration and analysis in real situations.It is of great significance in cultivating innovative talents,innovating teaching mode and implementing core literacy cultivation.Micro-project-based teaching has the characteristics of miniaturization and flexible activation,which is suitable for regular classroom teaching and can adapt to the development trend of domestic education.In high school chemistry,"galvanic cell" is an important core concept and theoretical knowledge,which is the key and difficult point for students to learn.Based on this,this study intends to take "galvanic battery" as an example to design micro-project-style teaching cases and carry out practical research,in order to provide practical reference for front-line chemistry teachers in high school to carry out micro-project-style teaching research.This study is mainly divided into the following five parts:The first part is the introduction,focusing on the research background.Based on the elaboration and analysis of the status quo of project-based teaching,micro-projectbased teaching and the teaching status quo of "galvanic battery",the purpose,significance and basic plan of this research are proposed.The second part is the concept definition and theoretical basis.It defines the core concepts of project-based teaching and micro-project-based teaching,expounds the basic elements and implementation process of micro-project-based teaching,and chooses constructivism theory,pragmatism theory,multiple intelligences theory and discovery learning theory as the theoretical basis of this research.The third part investigates the current situation of micro-project-based teaching of chemistry in high school and the current situation of students’ chemistry learning.By interviewing the current situation of micro-project-based teaching of chemistry teachers and students of grade two in a middle school in Heyuan City,Guangdong Province and conducting a questionnaire survey on the current situation of chemistry learning of high school students,It is found that some senior two students in this school have some problems in chemistry learning,such as general interest,low participation,and difficulty in connecting theory with practice.Meanwhile,they have high expectations for micro-project-based teaching and have the conditions to carry out micro-projectbased teaching practice.The fourth part is the case design of high school chemistry micro-project teaching.Firstly,the design principle of micro-project teaching is elaborated,and then a microproject teaching case with the theme of "Lighting a lamp" is designed and developed for the part of "galvanic battery",and the case is analyzed and explained in detail.The fifth part is the practice and result analysis of high school chemistry microproject teaching.The designed micro-project teaching case is put into practice.After practice,through the analysis of students’ academic performance and questionnaire survey,it is found that micro-project teaching is beneficial to improve students’ chemistry learning performance,interest,enthusiasm and class participation in chemistry learning.Moreover,it is beneficial to improve students’ comprehensive abilities such as language expression ability,unity and cooperation ability,and help students transfer knowledge and apply it to solve practical problems in life.According to post-teaching interviews with teachers,it is found that micro-project teaching is conducive to students’ understanding and mastery of partial knowledge of "galvanic battery",and can promote the development of students’ thinking ability and the cultivation of core qualities.