Research On The Teaching Practice Of High School Chemistry Micro-project Based On CDIO Model

Since the new curriculum reform carried out by the Ministry of Education,the teaching mode and educational concept have also been constantly innovated.With the emergence of new outlets such as intelligence,digitization,informatization,and interconnection of all things,the country urgently needs to cultivate a large number of innovative and practical talents.Therefore,in traditional teaching,students simply accept that knowledge can not adapt to the development of the times.They must actively apply the knowledge they have learned to real life,internalize the knowledge they have learned,and learn to use it skillfully to adapt to the rapid development of the times.The micro-project teaching research based on the CDIO engineering education model aims to comprehensively improve students’ personal comprehensive quality and core literacy of chemistry.The purpose of this study is to change the current high school chemistry classroom traditional teaching "heavy theory,light practice" teaching situation,cultivate students’ ability to analyze and solve problems,strengthen students’ practical ability,stimulate students’ interest in chemistry learning,improve classroom teaching efficiency,closely follow the urgent requirements of the new college entrance examination reform pilot,strengthen the adaptability of students’ elective classes,and improve students’ learning ability.Based on engineering education theory,pragmatism theory,constructivism theory and multiple intelligence theory,this study conducts teaching practice research with literature research method,questionnaire survey method,interview method and classroom performance evaluation method.Based on reading and sorting out a large number of relevant literature,this paper analyzes the definition,characteristics and research status of the CDIO model and micro-project teaching at home and abroad,and designs student questionnaires and teacher interviews to investigate the development status of high school chemistry micro-project teaching.By analyzing the results of student questionnaires and teacher interviews,combined with the requirements of the new curriculum standard and the reality of high school chemistry classroom teaching,three micro-project teaching cases of "exploring colloidal properties-making combustible jelly" "oxidant and reducing agent-decrypting mysterious letter" "conversion of ferric iron and ferrous iron-making copper clad laminate pendant" were designed,and teaching experiments were carried out in the class.After the experiment,by analyzing the data of pre-test and post-test scores,classroom performance evaluation forms and student interviews,it is found that the micro-project teaching based on the CDIO model has a positive effect on improving students’ chemistry learning performance,stimulating students’ interest in chemistry learning,improving learning enthusiasm and practical operation ability.In summary,this study combines the advantages of the CDIO model and the micro-project teaching model,based on actual high school chemistry teaching,develops three teaching cases through student questionnaires and teacher interviews for experiments,improves students’ chemistry core literacy in specific micro-project teaching cases,and provides some help for the follow-up development of micro-project teaching and engineering education through this study.