Abstract Taking “extraction of iodine from kelp” as an example, students were provided with relevant materials before class for them to complete the process design and use during the upcoming in-class discussion. Subsequently, corresponding schemes were developed based on the given materials, after which they were implemented, summarized, and evaluated. The findings herein suggested that combining knowledge with practice aroused students' enthusiasm for exploration, while integrating independent literature review, scheme design and experimental verification could develop scientific research and innovative skills. It was thus important to emphasize consistency throughout the teaching-learning-evaluation process, as well as further enhance teachers' hands-on practical skills and knowledge guidance capability.
XU Mei-Xian, ZHANG Xian-Jin. Review of Chemistry Experiment and Process Flow in Senior Three Based on Project-Based Learning:Extraction of Iodine from Kelp[J]. Chinese Journal of Chemical Education, 2022, 43(11): 37-45.
