A Study Of Unit-Wide Project-Based Teaching Examples That Promotes The Development Of Chemical Thinking

Education reform is currently focused on "literacy-oriented" teaching,and thinking is the core of intelligence and ability,and the quality of thinking is conducive to literacy.The teaching approach is not conducive to the development of students’ chemical thinking.Therefore,this thesis adopts a teaching model that integrates "unit holistic" and "project-based" teaching in order to explore the teaching paths and methods for developing students’ chemical thinking.In this thesis,the unit-based teaching is more about "teacher’s teaching",and the design of the lesson is changed from preparing a specific lesson to improving the structure of the unit;the project-based teaching is about "student’s learning",guided by the specific learning objectives,and the action in the project activities.Project-based instruction is directed at "student learning",guided by specific learning objectives,and the ability to act on project activities,complete,demonstrate,and evaluate learning outcomes.The project-based teaching model is not fully applicable to every class in daily teaching,and it is particularly important to plan the curriculum holistically,based on the unit,when to introduce projects to develop comprehensive teaching activities.Unit-based holistic teaching design provides a practical way to achieve an important change in teachers’ conceptions of teaching.Project-based teaching that integrates unit-based holistic design points to deeper learning of students’ core knowledge and effectively promotes the development of students’ chemical thinking at intermediate and lower learning levels.The purpose of this thesis is to investigate how the implementation of holistic unit project-based instruction can effectively promote the development of students’ chemical thinking.The question is divided into the following sub-questions:1.What is chemical thinking? This thesis defines the concept of "chemical scientific thinking" based on a review of the relevant literature.Chemical scientific thinking,or chemical thinking for short,refers to the process of learning chemistry and thinking scientifically like a chemist.Chemical thinking is also characterized by flexibility,profundity,originality,criticality,agility,etc.,and is characterized by a chemical combination of macro and micro,change and balance,evidence-based reasoning,model cognition and other ways of thinking to solve chemical problems and to understand the real world from a chemical perspective.2.What is the current status of students’ chemical thinking? Based on the previous questionnaire design,the author prepared a questionnaire on the current state of development of chemical thinking of high school students and used SPSS 26.0 to investigate the current state of chemical thinking of sophomore students in a school.3.How to effectively design and implement a unit-wide project-based teaching that points to the development of students’ chemical thinking? Based on the extensive literature analysis,we conducted a practical study on the teaching of electrochemistry as an example,and analyzed the development of students’ chemical thinking.After one year of teaching practice,the comparison between the experimental class and the control class showed that the development of students’ chemical thinking was positively promoted by the implementation of the whole project-based teaching.Finally,the design and implementation strategies of the whole unit project-based teaching are summarized and proposed in order to provide reference points for the teaching of high school chemistry front-line teachers.