To determine the project theme, we must first sort out the project contents, such as systematic knowledge of element valence, conceptual knowledge of chemical reaction principle, modular knowledge of material structure and properties, and logical knowledge of organic chemistry foundation. Secondly, the new teaching methods and review classes determine whether the project theme is a big project, a medium project or a micro project, or an interdisciplinary integration method. Third, the sources of projects are diverse. 1. The project can be closely linked with reality, is a real or close to real problem, and has operability.
2. The implementation of the project can cultivate one or more core qualities of students.
3. The project should have the characteristics of multi-discipline and multi-field knowledge, which can arouse students' research interest.
4. The project is evaluable and can have a unified evaluation standard.
5. This project is an inquiry teaching activity based on normal teaching activities and teaching progress. Meet the curriculum standards.
Second, according to the project theme, choose the project material.
The materials should be of positive significance, such as the emission of automobile exhaust-exploring the transformation of nitrogen oxides, the disinfectant of school swimming pool-studying the application of oxidation-reduction reaction in life, and putting big steamed bread on the state banquet-exploring the reaction principle of leavening agent in the process of making steamed bread.
This material is a real and practical learning material. This material can stimulate students' interest, arouse students' inquiry and knowledge exchange among teachers.
Third, determine the content of the project and dismantle the problem.
Project-based teaching solves practical problems in life in real situations and strips off core chemistry problems in situations. This process must be completed by students, who use the existing subject knowledge or life experience in the process of disassembly, and most students analyze and understand the problem from a single angle.
Fourth, design activities and tasks and carry out scientific inquiry.
Active tasks should be presented in the form of driving questions.
First, it can stimulate students' interest and think deeply, instead of just paying attention to the surface.
Second, the problem of driving is open and cannot be easily solved. It requires students' higher-order thinking. Students are required to sort out, synthesize, analyze and critically evaluate the information. Third, it can directly reach the core content of chemistry subject and realize the teaching goal. Fourth, it is challenging and encourages them to use unfamiliar tactics. Fifth, it should be consistent with the curriculum standards.
Some problems are complicated and need to be studied in groups. Students voluntarily divide into groups, teachers adjust appropriately, optimize the group structure, and establish peer-to-peer learning.
Five, the establishment of learning scaffolding, provide implementation guarantee.
Learning scaffolding is to help students cross the "zone of proximal development" smoothly, and it has two functions: 1. It is unrealistic to emphasize the study of real situations without learning scaffolding. 2. Learning scaffolding allows students to experience the thinking process experienced by some more experienced learners. For example, students have more access to Baidu Encyclopedia, and teachers can provide the means to access documents, or send documents to students for retrieval. Students will argue when they encounter problems. The teacher presents it to the students in the form of information cards. Learning scaffolding can be examples, questions, suggestions, guides, charts, etc.
6. Design evaluation scheme and diagnostic literacy level.
Project-based teaching has a clear set of output results, and we become project works. Traditional teaching is to give points, and project-based teaching not only pays attention to the acquisition of knowledge, but also pays attention to how to apply knowledge and skills.