Research On Project-based Teaching Of Chemistry Compulsory Course In Senior High School Under The Combination Of Macro And Micro Literacy

Today,with the rapid development of science,technology and information era.Cultivating the talents with core qualities will become the top priority of education tasks.And the improvement of students’ independent learning ability and thinking innovation ability will be front-line teachers’ struggle direction.Chemistry is a discipline that affects the progress of science and technology.Cultivating students’ core accomplishment in the subject is important for them to learn this subject well.Emphasis should be placed on cultivating the basic literacy in the core literacy of chemistry,namely,“macro identification and micro analysis”.In the traditional chemistry classes of high school,teaching is still dominated by lectures of teachers,which cannot reflect the dominant position of students.Project-based Teaching advocates the principal position of students and treats the role of a teacher as guidance.The purpose is to solve practical teaching problems and tasks,diversify the expected project results,effectively improve students’ abilities of analysis and disassembly,and thinking innovation in solving chemical problems,and further develop students’ basic accomplishment.This paper starts with the “Research on Project-based Teaching of Chemistry Compulsory Course in Senior High School under the Combination of Macro and Micro Literacy”.After reviewing,analyzing,and collating relevant domestic and foreign literature,the research concept and theoretical basis are defined and elaborated.The paper tracks the research status of “macro and micro combination” literacy and project-based teaching,investigates whether teachers in traditional high school chemistry classrooms pay attention to cultivating students’ “macro and micro combination” literacy,comprehensively analyzes the survey results,constructs project-based teaching models and strategies for cultivating students’ “macro and micro combination” literacy.Last applies relevant teaching cases to practice.After conducting field teaching,the paper conducted evaluations and interviews with students,and summarized the following practical results:(1)The practice improved students’ understanding of the required modules of high school chemistry,and stimulated their interest in learning;(2)Students’ ability to observe and analyze matter has been improved,strengthening the idea that structure determines nature;(3)The students’ desire to explore is induced,cultivating their innovative thinking ability and cooperative communication ability;(4)Students’ deep learning ability has been developed,improving their chemistry scores.The paper is divided into four parts:The first part discusses the reasons for the research,elicits to research issues,and designs research ideas.The second part is to organize relevant literature,clarify the theoretical basis,and define research concepts.In the third part,through a questionnaire survey,the paper analyzes and summarizes the obstacles existing in the current high school chemistry classroom,and constructs teaching strategies based on teaching theories.The fourth part designs teaching cases based on teaching strategies,carries out teaching practices,and analyzes teaching effects.Through the “application research on project-based teaching of compulsory chemistry modules in senior high schools under the combination of macro and micro literacy”,the research conclusions are drawn as follows:(1)The practice improved the classroom atmosphere and stimulating students’ interest in learning;(2)It improved learning methods and enhances students’ ability to construct thinking;(3)It improved the concept of teachers and cultivate students’ “macro and micro combination” literacy;(4)The teaching concept has been improved and students’ application ability of “macro and micro combination” has been enhanced.