| The new era requires teachers to cultivate students’ correct values,essential characters and key abilities in the teaching process to meet the needs of lifelong personal and social development.China’s Compulsory Education Chemistry Curriculum Standards(2022 Edition)also clearly advocates "learning by doing","learning by using","learning by creating",and developing students’ core chemistry literacy through project-based learning activities.Students’ core literacy in chemistry is developed through project-based learning activities.Therefore,it is very important to apply the project-based learning concept to chemistry classroom teaching.However,it is worth exploring how to evaluate the implementation of project-based learning activities.The main purpose of this study is to quantify the dynamic interaction process between teachers and students in the classroom,interpret the actual ecology of the classroom through data visualization analysis,and ultimately provide a basis for improving the quality of project-based teaching.This paper first compares and summarizes the current status and development trends of research on project-based learning and classroom teacher-student behavior evaluation tools at home and abroad.On the basis of defining the concepts of project-based learning and teacher-student interaction,the 3C-FIAS was first revised based on the characteristics of project-based classrooms,including the addition of the code of "guidance" and the change of the code of "silence" to "After determining the evaluation tool,I used classroom video observation and content analysis to select eight public classroom videos that fit the characteristics of project-based classroom as the research objects,and used PBL-FIAS and NVivo12 software to The following three conclusions were finally drawn:(1)teachers attached importance to the use of multimedia technology(e.g.,PPT,video)in project-based classrooms and were able to integrate chemistry experiments with teaching activities;(2)teachers were able to reserve sufficient speaking time for students in teaching activities and focused on the development of students’ independent problem-solving skills;(3)half of the sample(3)half of the project-based classes were still dominated by teachers’ words,and students’ learning initiative and class participation needed to be further improved.In addition,the author analyzed the data results of the eight class cases with the 3C-FIAS normative data model for chemistry quality classes,and categorized the existing project-based classrooms into three types: didactic,balanced,and open,by comparing the different styles of classrooms.In the lecture-based classroom,teachers organize students’ learning with project-based topics,but the data results show that the classroom process still relies mainly on teachers’ words,and students’ independent problem-solving characteristics advocated by project-based learning account for a relatively small proportion;in the balanced classroom,teachers and students participate in the teaching mode,and teachers guide lectures based on students’ discussions and experiments,and teachers’ and students’ verbal behaviors tend to be This is also a unique classroom model for project-based learning.In this model,students often work in small groups to produce and present project results.Students deepen their understanding and application of chemistry knowledge through the process of production and sharing of their work.Visual analysis of the dynamic behavior of students and teachers using PBL-FIAS can help to visualize the main features and possible shortcomings of the project-based learning process.Based on the findings of the existing studies,this study summarizes three suggestions for improving the effectiveness of project-based teaching. |
