Practical Research On Micro-project Learning In Junior High School Chemistry Review Classe

The Chemistry Curriculum Standard for Compulsory Education(2022-year edition)clearly states that the main objective of middle school chemistry courses is to develop students’ core literacy,advocate for "learning by doing","learning by using",and "learning by creating",and implement teaching evaluation that promotes development.However,current revision teaching of middle school chemistry overly emphasizes knowledge reproduction and problem-solving skills,neglecting the cultivation of process skills and core literacy.Therefore,this paper aims to combine micro-project learning with middle school chemistry revision teaching,summarize a set of middle school chemistry revision teaching under the guidance of micro-project learning,and apply it to teaching practice research to improve the current situation of middle school chemistry revision teaching and provide teaching reference for middle school chemistry teachers.Firstly,this study retrieved and analyzed literature related to project-based learning,micro-project learning,and chemistry revision to explain the concepts and propose the theoretical foundation of micro-project learning as a theoretical basis for its application in middle school chemistry revision teaching.Secondly,through questionnaire surveys of 508 students from two rural middle schools in Taian City and interviews with five chemistry teachers,the current situation of middle school chemistry revision teaching is understood.Thirdly,based on related research and to address issues such as low student learning interest and motivation and single revision modes,design principles and general processes for implementing micro-project learning in middle school chemistry revision teaching were determined and case studies were conducted.Next,an experimental teaching study was conducted on two parallel classes of ninth-grade students in a rural middle school in Taian City,where the control group adopted traditional teaching while the experimental group used micro-project learning.Teaching evaluation scales were used to explore whether micro-project learning could promote team collaboration abilities,and analysis of student questionnaires and chemistry unit test results examined whether micro-project learning could enhance information processing abilities,problem-solving abilities,self-motivation,and academic performance.Finally,the teaching effectiveness of micro-project learning was evaluated through classroom observations,student interviews,and teacher interviews,and research conclusions were summarized and teaching suggestions were proposed.The study indicates that:(1)the application of micro-project learning in middle school chemistry revision teaching is feasible;(2)the micro-project learning is conducive to the cultivation of student cooperation abilities and team spirit;(3)the micro-project learning can enhance students’ information processing abilities and problem-solving abilities;and(4)the micro-project learning can inspire student self-motivation and improve their chemistry learning performance.