A Practical Research On Cultivating High School Students’ Ability Of Proposing Chemical Problems Based On Project-based Learning

As an important part of scientific inquiry,question raising is an indispensable part of natural science research.The promulgation of Curriculum Plan for Ordinary Senior High School(2017edition,revised in 2020)put forward five core qualities of chemistry,among which the fourth aspect is "scientific inquiry and innovation consciousness".This accomplishment requires students to have a strong awareness of problems,encourages them to question the existing conclusions,and finds and puts forward the problems that need further research.It can be seen that it is necessary to cultivate students’ questioning ability in high school chemistry courses.And what kind of teaching method or teaching strategy is still being explored and studied further.As a new inquisitive teaching mode,project-based learning emphasizes the creation of real situations,the establishment of driving questions,the high participation of students and the display and evaluation of learning results,which is in line with the cultivation strategy of students’ questioning ability.At present,there are abundant researches on project-based learning and students’ questioning ability in China,but there are few researches combining them.Therefore,in order to explore the feasibility and effectiveness of training high school students’ chemistry questioning ability in projectbased teaching,the following research is carried out:First of all,literature review method is used to analyze the two key words "projectbased learning" and "students’ chemistry questioning ability",clarify the background and significance of the research,and determine the research path and method.On this basis,core concepts such as problem,chemical problem,questioning ability and project-based teaching are defined to provide theoretical guidance for subsequent practical research.Secondly,the evaluation criteria of students’ questioning ability are clarified,and the Questionnaire of High School students’ Chemistry Questioning ability and the Test Volume of High School students’ Chemistry questioning ability are compiled to investigate the students’ current chemistry questioning ability.It is found that the current high school students’ questioning ability is at a low level and there is some room for improvement.Thirdly,starting from the five basic elements of the teaching mode and integrating the requirements of the project teaching system,the project teaching mode pointing to the cultivation of high school students’ chemistry questioning ability is constructed.Finally,this model is used to design and implement a unit project teaching on the theme of "chlorine and its compounds".Through the methods of classroom observation and interview,the acceptance degree of teachers and students to project-style teaching and the influence of project-style teaching on students’ chemistry questioning ability were investigated.Through the research,it is found that in the process of project-based learning,students’ classroom participation is significantly improved,and their ability to ask questions in chemistry is further strengthened.It is concluded that project-based learning in high school chemistry courses not only has a positive impact on the development of students’ questioning ability,but also can effectively improve the teaching effect.In addition,this study has enriched the research perspective of cultivating students’ questioning ability and contributed to the development of projectstyle chemistry teaching cases.