2017年高中化学新版课程标准倡导教学要结合学生已有经验和即将经历的社会生活，引导学生关注生产与生活中的真实情境。新课标围绕“立德树人”根本任务，将发展学生化学学科核心素养作为基本理念，以期寻求满足学生多元化发展的课程设置。由“一核四层四翼”组成的高考评价体系明确指出了高考试题以“素养为本”的考查要求，传统高三复习教学采取的“归纳”、“练习”、“考试”三部曲已呈现出一定缺陷。

项目学习(Project-based learning,简写成PBL)通过学生在利用科学知识解决真实复杂问题的过程中，促进学生自身能力和素养的发展，同时帮助学生形成对社会问题的见解，是一种融合发展学生核心素养的有效教学模式。工业流程是近年来高考试题考查的热点和难点，以真实工业生产为背景，综合考查学生在新情境下分析陌生信息、解决问题的能力，让学生体会化学与工业生产的联系。而传统题海填压式的高三工业流程复习方式无法满足学生能力提升的需要。

因此本研究尝试将项目学习模式应用于高三化学工业流程试题复习，整合设计了指向培养化学学科素养的“模拟工业生产中的无机物制备”与“制备和应用新型水处理剂——高铁酸盐”两个专题项目学习案例。选取新疆省乌鲁木齐八一中学高三年级两个平行班共108名学生作为研究对象，通过问卷调查、前后测等方法探查学生在进行了基于项目学习的化学工业流程专题复习教学之后在知识掌握、学科核心素养、学科能力提升以及情意发展（学习兴趣、科学精神、社会责任）等方面的发展情况。在此基础上，笔者从理论与实践两个方面对项目学习（PBL）在帮助学生解决化工流程问题方面的可行性及效果进行验证。

研究结果表明，学生在进行了基于项目学习的化学工业流程试题复习教学之后，从多角度综合分析思考问题的能力大大提升，联系所学知识并应用于实际问题解决的意识增强，同时学生的化学学科素养也有所提高。

The new version of senior high school chemistry curriculum standards in 2017 advocates that teaching should be combined with students' existing experience and social life to be experienced, and guide students to pay attention to real situations in production and life.The new curriculum standards focus on the fundamental task of "establishing moral education" and take the development of students' core literacy in chemistry as the basic concept, with a view to seeking a curriculum that meets the diversified development of students. The assessment system of the college entrance examination, which consists of "one core, four layers and four wings", has clearly pointed out the requirement of "literacy-based" examination in the college entrance examination questions. The traditional trilogy of "induction", "practice" and "examination" has shown certain defects.

Project-based learning (PBL) is an effective teaching model that integrates the development of students' core literacy through the process of using their knowledge to solve real and complex problems, promoting the development of students' own abilities and literacy, and helping them to form opinions on social issues. Industrial processes are the hot spots and difficult points in recent years. With the background of real industrial production, students are comprehensively tested on their ability to analyze and solve problems in a new context with unfamiliar information, so that they can experience the connection between chemistry and industrial production. However, the traditional way to review the process of high school can not meet the needs of students' ability improvement.

Therefore, in this study, we tried to apply the project learning model to the senior chemistry industrial process review, and integrated and designed two project learning cases on the topics of "exploitation of metal resources" and "chemistry in seawater", which point to the development of chemical literacy. A total of 108 students from two parallel classes in the first year of senior high school in Urumqi Ba-yi Middle School in Xinjiang Province were selected as the subjects of the study, and the development of students' knowledge, subject core literacy, subject competence and affective development (interest in learning, scientific spirit and social responsibility) were investigated through questionnaires and pretest and post-test after the project-based learning review of chemical industrial processes. On this basis, the author validates the feasibility and effectiveness of project-based learning (PBL) in helping students to solve chemical process problems from both theoretical and practical perspectives.

The results of the study showed that students' ability to analyze and think about problems from multiple perspectives was greatly enhanced after project-based learning of chemical industrial processes, and their awareness of linking what they had learned and applying it to practical problem solving was increased, while students' chemical disciplinary literacy was also improved.