Project Based Teaching of “Changes and Transformations of Substances” in Junior High School Chemistry: Self-Made Ink
CAO Meng-Jie1*, WANG Qian2, SONG Wei3
1. The Experimental School of Nanjing Senior High School of Jiangsu Province, Wuxi 214400, China; 2. Kunshan Xinzhen Middle School, Suzhou 215300, China; 3. Jiangyin Teachers Development Center, Wuxi 214400, China
Abstract This article takes “self-made ink” as the real context, and sets four tasks: clarifying raw materials, exploring principles, improving applications, and evaluating achievements to carry out project-based teaching. It completes the unit review of “change and transformation of substances”, horizontally integrates the relevant unit knowledge in the junior high school chemistry textbook published by the People's Education Press, vertically connects the fivefold representation theory of “macro-micro-symbol-curve-model”, constructs a cross unit knowledge graph, and integrates the essence, characteristics, classification, laws, conditions, and values of material change through the “situation-problem-activity-evaluation” four in one teaching model. It moves from qualitative to quantitative, guides students to construct a conceptual system with material change as the core, uses conditional regulation to realize the value of change, transforms it into the target product, establishes a systematic cognitive framework for material transformation, and helps students to achieve advanced literacy.
CAO Meng-Jie, WANG Qian, SONG Wei. Project Based Teaching of “Changes and Transformations of Substances” in Junior High School Chemistry: Self-Made Ink[J]. Chinese Journal of Chemical Education, 2026, 47(1): 47-52.
