A Study On The Application Of Project-based Learning In High School Chemistry Pointing To Deep Learning

With the accelerated pace of education and teaching reform in the new era,the education concept of"literacy-based"in the General High School Chemistry Curriculum Standards（revised in 2017 and 2020）has entered people’s view,proposing that the cultivation goal of high school chemistry is to improve students’ability to make full use of chemical knowledge to solve or explain practical problems.The core goal of deep learning is that students can use their knowledge to solve problems creatively and form positive values,which corresponds to the cultivation goal of high school chemistry,so deep learning has become a hot research topic in the field of subject teaching in recent years.The theoretical guidance of deep learning and project-based learning is used to investigate the current situation of deep learning of high school students.The data show that the current situation of deep learning of high school students is not satisfactory,and there are problems such as not actively constructing knowledge and not reflecting on the learning effect in time.Using"metals"as the project theme,we designed three micro-projects,namely,"Sodium in motion","Detection of iron in iron supplements"and"Development and utilization of metallic minerals"."Three micro-projects were designed and practiced.The"Dynamic Sodium"takes the fire of sodium as a clue to guide students to speculate through the atomic structure of sodium and verify the chemical properties of sodium through experiments,so as to master the correct solution to the fire of sodium in life and establish the general ideas of metal learning initially;"Detection of iron in iron supplements"On the basis of the study of sodium metal ideas,increase the investigation of the valence transformation of the metal of variable valence,starting from the qualitative detection of the element iron,through the investigation of the conditions of mutual transformation between Fe,Fe²⁺and Fe³⁺,mastering the precautions of taking iron supplements,and finally the quantitative detection of the element iron by precipitation titration,leading students to form the general ideas of learning about the element of variable valence In the experiment,students are guided to grasp the essence of metal smelting,and then apply"quantity of matter"to the exploratory experiment of"wet copper refining".The students then reasoned about the relationship between metal activity and smelting methods based on the industrial method of aluminum production and summarized the general methods of metal smelting,and finally guided them to pay attention to the environmental problems brought about by the development of metal resources,thus cultivating their core literacy in chemistry and realizing in-depth learning.Through the study,it was found that project-based learning has a positive effect on the realization of students’deep learning:first,it can actively construct knowledge in advance.Teachers help students organize their knowledge framework in advance and establish new and old knowledge connections through project pre-reading sheets;secondly,problem-solving skills are developed.Students find problems in real situations,apply their knowledge to solve them,and improve their transfer ability;third,project practice helps students develop higher-order thinking.A series of driving questions and multi-perspective assessments guide students to think in depth.Therefore,the implementation of project-based learning pointing to deep learning in high school chemistry has positive implications for students’competence development and subject core literacy implementation.