Research On The Construction And Practice Of Science Teaching Model In Junior High School Based On Project-based Learning

Project-based learning is a hot spot in the education sector in recent years,project-based learning can allow students to cultivate higher-order thinking in the process of solving practical problems,and help teachers and students to continuously optimize the teaching and learning methods,so the state attaches great importance to the development of project-based learning.The main goal of this research is how to integrate project-based learning with junior high school science classroom teaching,and try to summarize an effective path for junior high school science project-based learning curriculum.Based on the study of relevant literature,this thesis preliminarily constructs the teaching mode of junior high school science project-based learning from the perspective of unit design,and designs two teaching cases of "fire extinguisher" and "compass" according to this model.A total of 81 ninth-grade students in two classes of Lanxi Experimental Middle School were used as the target group to conduct a control group practice study(experimental group: project-based learning teaching,control group: traditional teaching method),and the teaching effectiveness was evaluated in multiple dimensions.The study finds that project-based learning promotes and improves students’ scientific learning attitude and academic achievement better than traditional teaching methods.This also shows that the designed project-based learning cases have high practical value from the perspective of teaching effectiveness.Finally,on the basis of summarizing the practical experience of project-based learning,this thesis puts forward teaching suggestions on reasonably arranging the time of project-based learning,allowing students to experience the process of scientific inquiry,providing students with necessary educational resources,cultivating students’ active learning habits,and positioning teachers’ roles in project-based learning.This thesis is divided into seven parts.Part I: Introduction.This thesis mainly expounds the research background and significance of this thesis,and puts forward the research objectives and research content of this thesis on the basis of literature review.The second part is conceptual definition and theoretical basis.It mainly defines the relevant concepts of project-based learning,deeply analyzes the definition of project-based learning,and sorts out the relevant educational theories.The third part is a survey on the current situation of project-based learning in junior high school science classroom teaching practice.Through questionnaire surveys and interviews with teachers and students,we can understand the current situation of project-based learning in junior high school and students’ cognition and attitude towards project-based learning.The fourth part is instructional design and implementation strategies for project-based learning.This thesis mainly constructs a junior high school science project-based learning curriculum design approach based on the perspective of unit design,and puts forward specific strategic suggestions for implementing this approach.Part V,Case Design and Implementation.Two teaching cases designed according to the constructed pathway and their implementation process are presented.The sixth part is the evaluation of the teaching effect of project-based learning.The differences in academic achievement and academic attitude between the control group(traditional teaching)and the experimental group(project-based learning)were quantitatively analyzed by statistical methods,and the impact of project-based learning in junior high school on students was summarized.Part VII,Research Conclusions and Prospects.The main conclusions of this study are summarized,and some teaching strategies of project-based learning are proposed according to the implementation effect,and finally the follow-up prospects of this study are proposed.