摘要
微项目学习因其知识统整效能,在高三复习中具有一定的应用价值。以氮及其化合物复习为例,以“揭秘泡菜中的‘谣盐’”为主题开展高三微项目复习,在项目的设计与实施中,落实学情为基,明晰教学起点;课标为纲,锚定素养航向;情境为引,建构认知阶梯;评价为鉴,洞见实效之真,以期在主动学习中发展学生的学科核心素养,并为素养导向的高三化学元素及其化合物复习设计提供参考。
Micro-project-based teaching demonstrates application value in senior-year review due to its efficacy in knowledge integration.Using nitrogen and its compounds as a paradigm,this study implemented a micro-project titled“Demystifying the Myth-Salt in Pickled Vegetables”for grade 12 chemistry revision.The pedagogical framework adhered to four design principles:(1)establishing learner-centered foundations to clarify baselines,(2)aligning with curriculum standards to guide competency development,(3)utilizing contextual scaffolding to build cognitive architectures,and(4)implementing evidence-based assessment to gauge authentic learning outcomes.Collectively,this approach cultivates disciplinary core competencies through active engagement while establishing a referential model for competency-driven instructional design in chemical element reviews during final academic stages.
作者
孙璐
陈敏
SUN Lu;CHEN Min(Shanwei Teacher Development Center Shanwei 516600,China;Shanwei Lin Weihua Senior School,Shanwei 516600,China)
出处
《云南化工》
2025年第9期160-164,共5页
Yunnan Chemical Technology
关键词
微项目学习
高中化学
真实情境
元素化合物
核心素养
Micro-project-based Learning
Senior High School Chemistry
Real-life Context
Chemical Compounds
Core Competencies
