Research On The Design And Practice Of High School Chemistry Project-based Teachin

Project-based teaching is a student-centered,research-based teaching model,and is consistent with the ’quality-oriented’ teaching philosophy proposed in the new curriculum reform.Project-based teaching uses the real-life problem situations to enable learners to better absorb knowledge on their existing knowledge base,and develop their thinking skills while solving problems.Project-based teaching was integrated into the chemistry class and reasonably planed project tasks,made the students exposed to the real-life problem situations and engaged in research activities designed to use their existing knowledge and experience to learn the core knowledge of the subject,thus as promoted the holistic development of students in the research process.The following findings were illustrated:(1)By summarizing and studying the literature on project-based teaching in chemistry and watching videos of quality lessons,it was found that the number of researchers on chemical project-based teaching was gradually increasing,and that project-based teaching approaches have become more diversified,but the actual application of project-based teaching in chemistry class mostly located in developed regions and showed a regional imbalance.To truly understand the application of project-based teaching,the analysis of interviews with front-line teachers in the region showed that the understanding of most teachers to project-based teaching was incomprehensive,but they supported project-based teaching and expressed their willingness to try project-based teaching.(2)The project-based teaching implementation process for new teaching was explore,and divided into three stages: project preparation stage,project implementation stage and project summary stage.The project preparation stage included the selection of the project theme,the design of the project content,the planning of the project tasks and the formation of the project team.During the project implementation stage,students completed pre-study and research tasks before class;In class,students entered into the problematic situations and carried out investigation experiments in groups to complete the knowledge learning and the project products production;After class,they consolidated their knowledge and improved the products.The project summary stage was divided into the project results presentation and the project evaluation.The project evaluation scale with multiple evaluation subjects was designed.(3)According to the established project-based teaching process,two project-based teaching cases were designed,"Compile the Leaflet of Precautions for Plant Iron Supplement" and "Designing a Simple Drink-driving Detection Device",and the teaching case of "Compile the Leaflet of Precautions for Plant Iron Supplement " was carried out teaching practice in the new senior school year.The students’ questionnaires and the teachers’ interviews were used to analyze the teaching effect.The results showed that during the whole conducted project process,students’ interest in the subject and their awareness of inquiry were stimulated,and at the same time,the development of students’ comprehensive ability was improved.Students showed overall satisfaction and support for project-based teaching.Teachers expressed their satisfaction with project-based teaching and looked forward to explore mature cases and to exchange discussions on project-based teaching.