Design And Practice Of Project-based Teaching In Chemistry Revision Lessons

Red Redox reactions are one of the core concepts in senior secondary chemistry and are the vehicle of knowledge for the core literacy of ’macroscopic identification and microscopic investigation’ in chemistry.Project-based teaching is considered to be one of the most effective ways to integrate the development of core literacies.It can effectively stimulate students’ interest in learning old knowledge,develop students’ core literacies,strengthen students’ ability to use their knowledge to solve practical problems,and provide ideas for teachers’ teaching design.However,an analysis of the current state of research at home and abroad reveals that there are few case studies on project-based teaching of redox reactions in revision lessons,and the design strategies and design processes are not yet clear.Therefore,based on the existing research,this study analyses the topic of "redox reactions" according to project learning theory,develops project learning design principles and operational procedures,and carries out a project-based teaching design and practice based on "redox reactions".The main research and teaching practices are summarised as follows:Chapter 1 introductory section describes the background of the study,the purpose and significance of the study,the content of the study,the methodology and the thinking.Chapter 2 defines the concepts of project and project-based learning and outlines the theoretical basis of this study.Chapter 3 reviews the current status of research on project-based learning,redox reaction review lessons,and redox reaction project-based review lessons.Chapter 4 focuses on teacher interviews and student questionnaires to understand the current status of teaching redox reaction revision lessons.Chapter 5 summarises the design strategies and operational procedures of project-based teaching based on the findings of the current situation and the existing research base.Chapter 6 is based on the knowledge of "chlorine and its compounds" and "iron and its compounds" respectively.In Chapter 6,two topics,"Investigating the treatment of sewage" and "Investigating the elemental iron in black fungus",are selected for project-based teaching design and practice.By comparing the students’ understanding before and after the project,it was found that the project-based teaching of "redox reactions" helped to develop students’ core literacy in "macroscopic identification and microscopic investigation".Finally,a summary of the study is presented,reflecting on the shortcomings of the study in terms of the number of topics selected,the number of samples studied,the arrangement of project-based teaching activities,and the effectiveness of the teaching practice.It is also believed that the continuous promotion of the project-based teaching of redox reactions will be beneficial to the social development of students’ behaviour,attitude and personality.