Project-Based Learning Framework for Comprehensive Review of Senior High School Chemistry: Cyanotype
YANG Fa-Li1*, YU Shou-Li2, GUO Yu-Lin2, LI Fu-Gang3, CHEN Rui-Xue2
1. Beijing Chenjinglun High School, Beijing 100020, China; 2. Beijing Chaoyang Institute of Education Sciences, Beijing 100021, China; 3. Beijing Academy of Educational Sciences, Beijing 100036, China
Abstract Based on the “competency-oriented” teaching philosophy, this study developed a cyanotype micro-project integrating chemical principles and artistic creation to enhance students' ability to solve practical problems in complex contexts. Through systematic experimental inquiry activities, students were guided to apply disciplinary knowledge to analyze experimental phenomena and regulate chemical reactions, achieving the integration of theory and practice while effectively fostering the development of higher-order thinking skills. Practice has demonstrated that this teaching model not only improves the effectiveness of review instruction but also cultivates students' interdisciplinary application skills and innovative awareness, providing a replicable practical case for interdisciplinary integration teaching under the project-based learning framework.
YANG Fa-Li, YU Shou-Li, GUO Yu-Lin, LI Fu-Gang, CHEN Rui-Xue. Project-Based Learning Framework for Comprehensive Review of Senior High School Chemistry: Cyanotype[J]. Chinese Journal of Chemical Education, 2026, 47(1): 67-74.
