Research On The Design And Application Of Project-based Learning In High School Chemistry

As society develops,individual comprehensive abilities have gradually become the evaluation criteria for talent in the new era.Basic education,as a way of cultivating talent,has also shifted from focusing on students’ acquisition of knowledge to cultivating their various abilities.Project-Based Learning(PBL)is a teaching and learning activity in which students make full use of their knowledge and available resources to acquire key knowledge and skills by solving a series of related problems and obtaining project outcomes with the help of real-life situations related to subject knowledge and guidance from teachers.PBL advocates for student-centered learning through group activities to acquire knowledge and skills,which helps to stimulate students’ interest in learning and improve their comprehensive abilities.This study adopts a combined method of theoretical research and empirical research,focusing on project-based learning in high school chemistry classrooms.Firstly,through literature review,the research methods and achievements of project-based learning both domestically and internationally are analyzed and summarized,and the basic elements and processes of PBL are outlined to determine the research method and approach.Secondly,through teacher interviews and student questionnaires,the current status of chemistry classroom teaching and students’ ability are investigated and analyzed to clarify the shortcomings of traditional teaching methods and students’ situations,laying a foundation for the implementation of project-based learning.Subsequently,based on the principles of project-based learning and students’ situations,an evaluation system is designed and evaluation criteria are established."Sodium and its compounds" and "Carbohydrates" are selected as case designs based on the course content,curriculum standards,and project-based learning implementation steps."The Thousand Faces of Salt" and "The Sweet Investigation of Navel Oranges" are designed and used in the high school chemistry classroom to conduct research on teaching practice.Finally,through paper and pen tests,evaluation scales,and student interviews,the effect of PBL on the performance of students’ chemistry subject abilities and comprehensive abilities in high school chemistry classroom teaching is analyzed.The results show that project-based learning helps to stimulate students’ interest in learning,cultivate their "teamwork skills","organizational and planning skills","problem-solving skills","information literacy",and "experimental skills",developing their comprehensive abilities.At the same time,project-based learning provides an effective new teaching model for high school chemistry classroom teaching,enriching teaching methods and promoting the improvement of teachers’ professional competence.