A Study Of Project-based Teaching Design And Practice In High School Chemistry Under Core Literacy

The promotion of the "3+1+2" model of the new college entrance examination reform has transformed chemistry from a traditional science subject to an optional subject,and how to highlight the strengths of chemistry in this context is an issue that needs attention now.The GCSE Chemistry Curriculum Standards(revised in 2017 and 2020)suggest that teachers should pay attention to the development of students’ learning abilities in all aspects and the implementation of core literacy in chemistry,and improve students’ understanding of key knowledge in senior secondary chemistry.In this context,a study on the application of project-based teaching in high school chemistry teaching from the perspective of core literacy was carried out by integrating core literacy and project-based teaching.Project-based teaching is a new teaching model based on constructivist learning theory and driven by real-life contextual problems,focusing on developing students’ professionalism.By guiding students to actively explore problems in the process of completing project tasks,it promotes the transformation of teaching methods and diversification of assessment in high school chemistry classrooms.This paper is guided by constructivism,discovery learning and pragmatism theories,and through literature review,we analyse the current status of research on "project-based teaching" and "core literacy" at home and abroad.On the basis of the existing research,the study explores the feasibility of project-based teaching in senior secondary schools in the light of the characteristics of the subject of chemistry,builds a basic framework for project-based teaching based on the core literacy of chemistry,and divides the teaching process into three stages: project preparation,project implementation and project evaluation.Taking "food issues" as the background,the teaching design principles of "group-centred,life-like,task-driven,learning-by-doing and inquiry" are taken into account,and with reference to the teaching design principles,"Investigating bulking agents ","Sulphur dioxide in food" two project-based teaching cases.And Qiqihar City,a high school senior students as the object of research to carry out teaching practice,practice,through the students’ pre and post-test scores,evaluation gauges,questionnaires and student interviews to collect factual evidence for quantitative and qualitative analysis,to test the effectiveness of this teaching model on the implementation of the core literacy of students,and the feedback obtained from the practice results for strategic analysis,with a view to forming a continuous optimization and The study also analyses the feedback obtained from the practice results,with a view to developing an application model for continuous optimisation and improvement.The results of the study show that the project-based teaching model was reconstructed through theoretical research,proving that it is feasible to establish a core literacy development line in chemistry in the project-based teaching sessions;through practical research and implementation,it was found that the mean scores of the experimental class in the three dimensions of learning understanding,application practice and transfer innovation were better than those of the control class,indicating that project-based teaching in high school chemistry under the core literacy can promote the development of students’ chemistry subject competence and promote their academic performance.The results of the experiment were analysed by means of questionnaires and evaluation scales,and it was found that project-based teaching in high school chemistry can effectively implement the core literacy of chemistry,stimulate students’ interest in learning,and encourage students to improve their participation and independent learning ability through inquiry activities;the results of the interviews revealed that project-based teaching is generally accepted by students and has The results of the interviews show that project-based teaching is generally accepted by students and has practical value for implementation in high school chemistry classrooms in conjunction with traditional teaching.