项目式教学是指基于项目的教学方式，其着眼于培养学生分析问题、解决问题的综合能力，与我国新课程改革的思想不谋而合。但是在实际教学中，项目式教学对学生的学科核心素养的实际影响如何？我们如何评价学生的学科核心素养？本研究采用了最新修订的课程标准对学生化学学科核心素养的划分：宏观辨识与微观探析，变化观念与平衡思想，证据推理与模型认知，科学探究与创新意识，科学精神与社会责任，跟踪研究初中阶段及高中阶段四个项目课程的实施情况，对学生的表现进行编码，采用质性分析与纸笔测试相结合的方法探究学生在项目课程学习过程中及项目学习前后化学学科核心素养的变化。结果表明，项目式教学可显著影响学生“宏观辨识与微观探析”、“科学探究与创新意识”、“科学精神与社会责任”素养的发展，学生“证据推理与模型认知”素养也有所提高，“变化观念与平衡思想”素养的变化与具体项目课程内容相关。 在上述结论基础上，本文还结合教学实践为中学阶段项目式教学提出几点建议。

Project-based curriculum is a teaching method based on Project. It focuses on students’ ability to analyze and solve problems, which is in accordance with the new curriculum reform. But in the actual teaching, how does the project-based curriculum influence the chemical literacy of students? How can we evaluate the chemical literacy of students? The study adopts curriculum standards under revision, which puts forward five kinds of chemical literacy: macroscopic identification and microscopic analysis literacy, the ideas of change and balance literacy, reasoning based on evidence and cognition based on model literacy, scientific exploration and innovative consciousness literacy, scientific spirit and social responsibility literacy. The author made a follow-up study about the implementation situation of four lesson examples based project in middle school and in high school. And students' performance during the project was encoded. Later then, the author explored the students’ performance before, during and after project-based learning by the combination of qualitative analysis and paper-and-pencil tests. The results show that: project-based courses have a significant effect on improving students’ macroscopic identification and microscopic analysis literacy, scientific exploration and innovative consciousness literacy and scientific spirit and social responsibility literacy. Moreover, students’ reasoning based on evidence and cognition based on model literacy could also be improved a little. But students’ the ideas of change and balance literacy changes according to the specific content of the project-based course. On the basis of these conclusions, the author proposed several suggestions on the implementation of project-based curriculum according to teaching practice.