随着高考改革实施意见的颁布（2014年9月）、中国学生核心素养的提出（2016年9月）、新版课程标准的发布（2017年10月），国家在基础教育方面的政策导向都说明了基于学科核心素养的教学势在必行。其中，学科能力是学科核心素养的核心，既是学生发展核心素养和学科核心素养的共同要求，也是贯通不同学科领域核心素养的关键能力要求。在对学科能力内涵及其构成的理论研究基础上，北京师范大学王磊教授提出了化学学科能力及其表现的系统模型，使能力素养可说明、可测评、可调控、可培养。 本研究以鲁科版新编教材中的元素化合物复习课为载体，旨在通过实施项目式教学提升学生的化学学科能力，同时提升学生的化学学科素养、学习兴趣，改善小组合作现状等。 研究过程主要是以鲁科版必修1为载体，在高一6班使用原教材进行常规复习，在高一7班使用原教材开展项目式教学复习课，在高一8班使用鲁科版新编教材开展项目式教学复习课，研究时间持续一个学期。 期间，共实施4个项目式案例（教材称微项目），分别是《探秘膨松剂》、《科学使用含氯消毒剂》、《补铁剂中铁元素价态的检验》、《重污染天气“汽车限行”的合理性》，每次微项目结束都会对学生进行持续性的化学学科能力测试，包括前测在内共5次，从横、纵两方面分别探查多轮次微项目的开展对学生化学学科能力的培养情况。同时在学期初和学期末分别进行问卷调查，以获得学生在学科素养、化学学习兴趣、小组合作、新编教材使用等方面的发展情况。 研究结果表明，基于新教材的新授课教学与项目式复习教学均可显著提升学生的化学学科能力、显著改进学生的认识角度，有效提升学生的化学学科素养、化学学习兴趣，与小组合作共同促进，同时鲁科版新教材获得学生的高度认可，尤其对微项目的主题和任务内容认可度较高。

With promulgation of Suggestions on Implementation of College Entrance Examination Reform (September, 2014), proposal of Core Literacy of Chinese Students concept (September, 2016) and release of New Curriculum Standards (October, 2017), the national policies on basic education indicated that core literacy of disciplines-based teaching is imperative. Discipline Competence is the key point of core literacy of disciplines. It is not only the general requirement for students to develop the core literacy and the core literacy of disciplines, but also the key ability requirement for core literacy crossing different disciplines. On the basis of theoretical research of definition and composition of Discipline Competence, Professor Wang Lei of Beijing Normal University proposed a systematic model of Ability on Chemistry and its performances which makes the core literacy of subject competence can be explained, evaluated, regulated and cultivated. Based on the reviewing lecture of elemental compounds in the new textbook of Luke version, this study is to improve students’ Ability on Chemistry by implementing Project-based Learning, and meanwhile enhance students' core literacy, interests of study and improve group cooperation, etc. Luke's compulsory 1 is adopted in this research which lasted for one semester and three classes in Grade-1 of a high school were selected for comparison in which (1) Class 6 used previous textbooks and followed previous reviewing method, (2) Class 7 used previous textbook but followed the Project-based Learning reviewing method, and (3) Class 8 used new Luke textbook and followed the Project-based Learning reviewing method. Totally 4 project-based cases (called micro-project in teaching materials), namely ‘Exploration of Mixing Agents’, ‘Scientific Use of Chlorine-containing Lysol’, ‘Testing of Iron Elements in Iron Supplementation’, and ‘Rationality of Heavy Pollution Weather" Car Restriction’ were implemented. At the end of each micro-project, the Ability on Chemistry of students will be tested continuously for 5 times including pre-tests, and the training of Ability on Chemistry for students under multi micro-projects will be studied from both horizontal and vertical aspects. Questionnaires were conducted both at the beginning and at the end of the semester to obtain the information of development of core literacy of disciplines, chemical learning interests, group cooperation, and using of new textbook for students. The results of this research showed that the new teaching and Project-based review Learning based on the new textbooks can significantly enhance students 'ability on chemistry and significantly improve students' angle of understanding,effectively promote both the core literacy of disciplines and the interest in chemical learning，and co-promotion with group cooperation. At the same time, Luke's new textbook has been highly recognized by students,At the same time, Luke's new textbook has received high recognition from students, especially for the theme and tasks of micro-projects.