自教育部于2014年印发《关于全面深化课程改革落实立德树人根本任务的意见》中首次提出“核心素养体系”概念后，明确提出各学段学生需发展核心素养体系，明确学生应具备的适应终身发展和社会发展需要的必备品格和关键能力。在素养发展为导向的全新教育模式背景下，基于真实情境的项目式教学活动，能够承载这一核心教育理念，以真实的问题解决为背景，培养学生应用实践能力，提升学生学科能力的发展。

现如今，传统的高三复习仍是以知识为核心导向的学习模式，已经无法适应新课程改革的素养提升要求。因此，本研究在高三一轮复习阶段，选取厦门市教育科学研究院的国培专家江合佩教师及其团队，共同编写《基于真实情境的项目式化学教学》教材中的三个项目活动，开展基于真实问题解决的项目式复习教学实践研究。

依据高考化学对物质性质与反应原理专题的高要求，分别选取上述教材中囊括相关内容的项目活动，分别为《回收利用废旧锂离子电池》、《认识锂离子电池》与《利用化学环联产纯碱和氯乙烯》。每个项目覆盖3课时完成，分别在不同水平的两个班级开展，分别为优生实验班(高三9班)和普通生平行班(高三6班)开展项目活动。在每一课时完成后，记录学生的课堂表现情况与项目任务完成情况。对学生进行过程性评价，主要采用访谈与问卷调查的形式，实时关注学生情况做出反思与修正。研究结果表明，优生实验班项目任务完成情况显著优于普通生平行班，更加适合在高三复习阶段开展项目活动。

除此之外，本研究依据项目完成后学生应发展的学科能力指标，对开展项目活动的两个班级学生进行前后测，对比未开展项目活动相同水平的优生实验班(高三10班)与普通生平行班(高三7班)学生的能力发展情况是否有显著性变化。研究结果表明，在基于真实情境的项目式教学在高三复习中，不同水平学生的学科能力发展均有显著性提升。对于水平较低的普通生，主要侧重提升B应用实践能力；对水平较高的优生，主要侧重提升B应用实践中B1分析解释、B2推论预测能力；与C创新迁移中C1复杂推理能力。在学生完成应用型活动中，也能够调用A学习理解的已有知识经验，因此对A级学科能力巩固也有一定的帮助。

综上所述，项目式教学在高三复习阶段开展，可以培养学生综合分析能力，解决实际问题的关键能力与系统思维。在高三复习阶段开展项目式教学，需要选取真实问题的情境素材，注重多模块交融，设计符合不同学生水平发展的项目教学活动。在实施过程中，建议在一轮复习阶段开展，并且要及时关注学生反馈，做出相应调整。

Since the Ministry of Education first put forward the concept of "core literacy system" in the Opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Cultivating Morality and Educating People issued in 2014, it has clearly proposed the core literacy system for the development of students in all school sections, and clarified the essential character and key ability that students should have to meet the needs of lifelong development and social development. Under the background of a new education model oriented by literacy development, project-based teaching activities based on real situations can carry this core educational concept, cultivate students' practical ability, and help improve the development of students' academic ability.

The traditional review in senior three is still a knowledge-oriented learning mode, which has been unable to meet the requirements of the new curriculum reform. Therefore, in the review stage of the third year of senior high school, this study selected teacher Jiang Hepei, a national training expert from Xiamen Institute of Education Sciences, and his team to jointly compile three project activities in the textbook Project-based Chemistry Teaching Based on Real Situation, and carried out practical research.

According to the high requirements of the chemistry of college entrance examination on the subject of substance properties and reaction principles, the project activities including relevant contents in the above textbooks are selected respectively, which are respectively "Recycling waste lithium-ion batteries", "Understanding Lithium-ion Batteries" and "Using chemical rings to produce soda ash and vinyl chloride". Each project covers 3 periods and is carried out in two classes of different levels respectively. The project activities are carried out for the eugenics experimental class (Class 9, Senior 3) and the ordinary students parallel class (Class 6, Senior 3). After the completion of each lesson, record the students' classroom performance and the completion of the project task. Process evaluation is conducted on students, mainly in the form of interviews and questionnaires, and reflection and correction are made by focusing on students' situation in real time. The results show that the project task completion of eugenics experimental class is significantly better than that of ordinary students parallel class, which is more suitable for carrying out project activities in the review stage of senior three.

In addition, according to the subject ability index that the students should develop after the completion of the project, this study conducted pre and post tests on the students in the two classes that carried out the project activities, and compared whether there was a significant change in the ability development of the students in the eugenics experimental class (Class 10, Senior Three) that did not carry out the project activities at the same level with the students in the ordinary class (Class 7, Senior Three). The research results show that the subject ability development of students at different levels has been significantly improved in the review of project-based teaching based on real situation in senior three. For ordinary students with low level, the main focus is on improving B's practical ability; For superior students, the focus is mainly on improving the ability of B1 analysis and interpretation and B2 inference and prediction in B's application practice. C1 complex reasoning ability in C innovation transfer. In the completion of application-oriented activities, students can also call on the existing knowledge and experience learned and understood by A, so it is also helpful for the consolidation of A-level subject ability.

To sum up, project-based teaching carried out in the review stage of senior three can cultivate students' comprehensive analysis ability, key ability to solve practical problems and systematic thinking. To carry out project-style teaching in the review stage of senior three, it is necessary to select situational materials of real problems, pay attention to the integration of multiple modules, and design project teaching activities that meet the development of different students' levels. In the process of implementation, it is suggested to carry out in a round of review stage, and to timely pay attention to the feedback of students, make corresponding adjustments.