Research On Junior School Laboratory Teaching Survey,Strategy And Practice Based On Micro-Project

On April 21,2022,the Compulsory Education Curriculum Standards(2022 edition)(hereinafter referred to as the "New Curriculum standards")were officially released.The core quality of compulsory education was proposed for the first time in the curriculum standards,conveying the fundamental mission of China’s basic education to put people first and cultivate people by virtue.As one of the basic disciplines and belongs to the basic course of education,Chemistry education in our country has been transformed to students as the main body after many years of development.Experiment is an important way to learn chemistry.The experimental teaching methods introduced in recent years,such as student group experiment and exploratory experiment,have slowly taken root.Under the background of the new curriculum standard,what changes will be made in teachers’ cognition and teaching methods of experimental teaching,and how to implement the core quality in experimental teaching are the problems teachers will soon face.Therefore,this study investigates the cognition and teaching status of teachers in experimental teaching,and explores a way to implement core literacy in experimental teaching through the phenomena reflected in the investigation.This study is based on literature method,questionnaire method,educational experiment method and other methods.Firstly,the basic concepts of "project-based learning","micro-project" and so on are defined by combing relevant literature.By referring to the existing questionnaires and scales,a questionnaire on the status quo of teachers’ experimental teaching is prepared.Through the investigation of 92 randomly selected teachers in Changsha City,the status quo of teachers’ experimental teaching and the selection basis of teachers’ experimental teaching methods for implementing core literacy are obtained by analyzing the survey data.Then,according to the teaching needs of teachers for the implementation of core literacy,the project learning strategy is proposed,and the experimental teaching lesson based on micro-project is developed,and the practical research is carried out on the lesson.Class 2002,Grade 9 of a school in a district of Changsha City is selected as the practice object to carry out the project learning.In the process,students’ formative evaluation,students’ final evaluation and teachers’ teaching evaluation are carried out to verify the effectiveness of the strategy.The following conclusions can be drawn from the research:(1)At present,junior high school chemistry teachers in Changsha are gradually attaching more importance to experimental teaching and have acquired certain experimental teaching ability.Among the experimental teaching ability,the average score is low on the integration of information technology and experimental teaching and laboratory safety supervision.But the idea of experimental teaching needs to be updated and teachers still need to have a further cognition of the requirements of experimental teaching in the new curriculum standard.At the same time,teachers realize that in order to implement the core quality in experimental teaching,a teaching method with high participation of students,high enthusiasm of students,cultivation of students’ ability and independent hands-on exploration is needed,which is exactly the characteristics of projectbased teaching.(2)At present,the main factors affecting junior middle school teachers to carry out experimental teaching are: it takes a lot of time to carry out experimental teaching,delay teaching progress,difficulty in organizing experimental teaching,worry about experimental accidents,too much time to prepare experiments,delay in lesson preparation and homework modification,imperfect laboratory drug equipment and no full-time laboratory staff.Based on this,the paper puts forward two countermeasures: establishing mature experimental teaching mode and evaluation mode,and making full use of afterclass service time to carry out experimental teaching.(3)Through the evaluation of micro-project teaching,it is found that micro-project learning can better stimulate students’ interest in learning.Through micro-project learning,students actively participate in the experiment process,which not only involves the handson operation process,but also combines books and extracurricular knowledge to enrich their field of vision.The combination of experimental teaching and micro-projects can better implement the cultivation of core literacy and thinking which are ignored in the usual experimental teaching,and students will also have a good performance in the pen and paper test.(4)The following problems exist in the integration of micro-project and experimental teaching:(1)In the process of micro-project,students may be at a loss due to their first contact with project-based learning,which requires teachers to have a high level of inquiry teaching to guide students;(2)Students’ self-cognition in the third stage of junior high school is not objective enough,so it is necessary to combine formative evaluation,thirdparty evaluation and other evaluation methods to evaluate students’ learning process;(3)Combining experimental teaching with micro-projects may require more class hours to meet the needs of project implementation.At present,the number of class hours arranged by the school may not be able to support the implementation of micro-project learning,but recently all over the country are conducting after-school services,so the after-school service time can be utilized to promote the depth of micro-project learning and the implementation of core literacy.The main innovation points of this study are as follows:(1)The introduction of SEPTL scale to evaluate teachers’ experimental ability;(2)Developed the project learning case of junior high school chemistry--making candle name cards,and explored the teaching and evaluation model of project learning in junior high school chemistry.