1、1Study on the Improvement of Chemistry Teaching Quality based on Project-oriented Teaching Method in Abstract. Chemistry is a basic education developed by higher vocational colleges, in which the chemical quality and innovative spirit of students can be trained. However, because of the influence fro
2、m the traditional teaching model, the principal position of students in the chemistry education of higher vocational colleges has not been highlighted, and also the teaching effect is far from being ideal. The smooth development of the chemistry education in higher vocational colleges has been serio
3、usly hindered by the traditional teaching method, and therefore a reform is imperative. In this situation, project-oriented teaching method emerges in the view of the educators. It is a new teaching method, and how to apply it to the chemistry education in higher vocational colleges has become a ver
4、y important subject necessary for higher vocational chemistry teachers to confront with. In this paper, the application of project-oriented teaching method to the chemistry education in higher vocational colleges is mainly discussed. Therefore, this paper is of certain practical significance and gui
5、ding significance. 2Key words: Chemistry Education in Higher Vocational Colleges; Project-oriented Teaching Method; Role; Application Introduction In higher vocational colleges, chemistry education is a basic course education giving priority to chemical engineering and food processing and other spec
6、ialties. Its basic teaching objective is to promote students to firmly know basic chemical knowledge and skills according to the personnel training requirements of higher vocational education, and also train the abilities of students to discover, analyze and solve problems through the use of learned
7、 chemical knowledge. The chemistry education in higher vocational colleges plays a self-evident role in comprehensively developing higher vocational personnel, but the smooth development of the chemistry education in higher vocational colleges has been seriously hindered by the traditional teaching
8、method. In this situation, project-oriented teaching method emerges in the view of the educators. Current Situation of Chemistry Education in Higher Vocational Colleges Important Role of Chemistry Education in Higher Vocational Colleges. From the macro perspective, it is known that 3chemistry has be
9、en extensively applied to science programs. For example, mechanical design and automation program cannot be separated with the selection and use, electrochemical machining and metal processing of mechanical materials, etc. In the practical production process, whether a technician can use material pr
10、operties as well as variable chemical knowledge and then take corresponding measures for the completion of work tasks is a very important standard for measuring his technical level. Chemistry education in higher vocational colleges plays an important role, and therefore it is necessary for higher vo
11、cational colleges to see this course with a serious and earnest attitude, or education will suffer a loss. However, from the current situation, it is known that chemistry education still receives an “unfair treatment“ in higher vocational colleges, and the teaching effect is far from being ideal. Th
12、us, a reform is imperative indeed. Problems of Chemistry Education in Higher Vocational Colleges. First, in higher vocational colleges, the teaching idea of teaching students in accordance of their aptitude is implemented not perfectly in chemistry education. From the current situation of the chemis
13、try education in higher vocational colleges, it is known that a great number of 4teachers have not come to realize the characteristics of higher vocational students, and also have not arranged the teaching contents according to the actual accepting ability of higher vocational students. On the one h
14、and, the compilation of the chemistry textbooks for higher vocational colleges does not keep up with the development pace of the higher vocational education. On the other hand, the knowledge structure is made not in accordance with the accepting ability of higher vocational students. All these make
15、the students less interested in chemistry. Secondly, the teaching method of the chemistry education in higher vocational colleges is too simple. From the current situation, the chemistry classroom teaching in higher vocational colleges cant adapt to the development of higher vocational education; th
16、e teaching method is too simple; the traditional teaching model remains to occupy the leading position, and the phenomena of “deciding everything by one teachers say“ and “cramming education“ exist generally, so that teachers always keep speaking and students always keep listening at classroom; the
17、classroom atmosphere of “teacher asks questions to students and students are only responsible for answer“ is very depressing, and also goes against the 5cultivation of students chemical divergent thinking way. Third, experimental teaching has not been enough valued. From certain perspective, chemist
18、ry is a natural science using experiments as the foundation. However, at present, the chemistry education in higher vocational colleges still gives priority to theories, and experimental teaching emerges only as a supplement to theory teaching and does not receive the due attention. In addition, the
19、 laboratories in higher vocational colleges are only “a skeleton“ and most of experiment equipments are just available for the inspection and acceptance of relevant educational departments. All these phenomena go against the training of the practical operation ability of students. All the above ment
20、ioned situations have seriously hindered the full play of the chemistry educational value in higher vocational colleges. Therefore, project-oriented teaching method emerges in the view of the educators. It is a new teaching method, and its application to the chemistry education in higher vocational
21、colleges can give full play to the value of chemistry education and training the comprehensive qualities of a student. Application of Project-oriented Teaching Method to Chemistry Education in Higher Vocational Colleges 6The Connotation of Project-oriented Teaching Method. Project-oriented teaching
22、method is a student-based activity teaching method commonly established by Katz (famous American children educator and professor of University of Illinois) and Chad (Canadian children educator and professor of University of Alberta). It is a teaching approach that has been very popular in the intern
23、ational education today. Project-oriented teaching method means that teaching activities are developed through the implementation of a complete program. Significance of Applying Project-oriented Teaching Method to the Chemistry Education in Higher Vocational Colleges. It can be seen that the purpose
24、 of project-oriented teaching method is to highlight the principle position of students, because this can effectively mobilize the enthusiasm and initiative of students in study and increase teaching effect and efficiency. The application of this new teaching method to the chemistry education in hig
25、her vocational colleges features the following advantages. First of all, it is helpful for the organic combination of chemistry education with the actual life of students. The project designed in the project-oriented teaching method mostly refers to a certain thing in the real life, and 7it is not o
26、nly a certain knowledge point with study and research values, but also a certain skill commonly used in life and production. In the chemistry education of higher vocational colleges, teachers can select the things known well by students as research projects, such as “vitamin composition“ and “compos
27、ition and harm“. These projects can excellently attract the interest of students in study and promote them to invest in chemistry learning with full enthusiasm. Secondly, it is helpful for the integration of chemical theories with practices. The project-oriented teaching method can realize the integ
28、rated teaching of theory and practice, and requires the teachers to not only impart chemistry theory knowledge and also convey chemical operation skills, so that they can become integrated teachers as well. In the meantime, it requires the learning situation of students to meet not only the needs of
29、 theory and also the needs of learning skills, namely an integrated classroom is available for students. Also, it requires integrated teaching materials can be used. Third, it is helpful for the play of teachers creative ability. The project-oriented teaching method is a teaching strategy, in which
30、teachers instruct students to complete the tasks 8according to the teaching objective and students will feed back many new problems, new methods, new suggestions and new requirements in the process of completing the tasks. This requires teachers to possess extremely great creativity and strain capac
31、ity, and then they can instruct students to complete the tasks and solve the new problems in study. Fourth, it is helpful for the training of students strain capacity. The application of the project-oriented teaching method to the chemistry education in higher vocational colleges can help train high
32、er vocational students to become the high-quality personnel with an all-round development, so that a solid foundation can be laid for higher vocational students in their future work. How to Apply the Project-oriented Teaching Method to the Chemistry Education in Higher Vocational Colleges As a new t
33、eaching strategy, the project-oriented teaching method should be implemented according to certain teaching rules, and there is no exception in the process of teaching chemistry in higher vocational colleges. Specifically, it can be completed through the following several steps. First of all, the stu
34、dents in a class are grouped, and also 9students will be uniformly distributed to each group. In the grouping process, the number of the students in each group should be uniform and 35 students in each group should be as standard in general. At the same time, a leader should be chosen for each group
35、, and his work is to help the teacher develop the design of the group, and manage the task allocation between the members of the group. Secondly, it is necessary to closely connect with the teaching program and select a reasonable project. As a subject highly oriented at practices, the projects sele
36、cted for the chemistry education in higher vocational colleges should give a reflection to the real life. For example, the basic goals of water electrolytic experiment are to let students know water (H2O) is composed of hydrogen (H) and oxygen (O) and help them get a better understanding of the wate
37、r commonly seen in life. As a result, they can set up a correct awareness in environmental protection. For this reason, the teachers can identify the researched projects as the “water element composition and related experimental verification“. It is worthy to note that the chemistry teachers have to
38、 do a lot of preparation work such as collecting information and examples, knowing well the experimental instruments, and seeking ways of 10mobilizing students learning interest before the projects are determined. In this way, the value of the project-oriented teaching method can be played. Third, s
39、tudents are encouraged to develop and complete the projects in a planned way. In this step, the self-study and mutual-cooperation of students are used as the main points, and therefore it is necessary for students to get a good understanding of their own tasks sand roles. In the mean time, it is nec
40、essary for the chemistry teachers to encourage the students to operate boldly, so that the potential and innovation ability of students can be aroused. In the process of completing the projects, students are required to make mutual exchanges, correct mistakes, and finally achieve a common agreement.
41、 Fourth, the project implementation process of students is evaluated. The completion of a project does not mean that all troubles end when the main trouble ends. Because project-oriented teaching method is developed in the task-driven way, it is easy to make the knowledge not systematic. Therefore, in the stage of study evaluation, the first task of the chemistry teacher is to conclude and classify the knowledge points and skill
