项目式学习将化学知识的学习融入具体问题解决的过程中，引导学生亲身经历探究过程，能有效促进学生核心素养的发展。已有文献中关于初中化学项目式学习的研究主要集中于项目的设计，对项目实施过程中学生化学学科能力的发展研究较少。本研究通过项目式学习的设计和实施过程，分析学生在项目式学习中的表现，研究学生化学学科能力的发展变化，以及对学生学业成绩的影响，为促进学科能力发展的项目式学习提供实证经验支持。

本研究基于王磊教授团队提出的“项目式学习的模型”，以及“学科能力核心素养导向的项目式学习评价系统”，依据侯肖、胡久华教授提出的“项目确立模型”“项目规划流程模型”，设计了促进学科能力发展的项目式学习的教学设计框架，依据该框架在初三化学新授课和复习课中进行了两轮项目式学习的教学研究。选取本校初三两个学业成绩、化学学科能力均无明显差异的班级进行教学实践，在项目实施前、实施后进行诊断性评价，同时在导引课、探究课、展示课中进行过程性评价，并结合学业考试成绩、习题测试研究学生学科能力的发展情况。第一轮新授课教学选择了“自制碳酸饮料”“食盐的旅行”两个项目主题，实施中发现实验班学生在应用实践、复杂推理方面表现优于对照班，但基础知识的落实、学业成绩没有明显提升，且课堂活动时间紧张，部分学生不能在整个项目过程中保持学习的热情。在吸取第一轮实践的经验教训的基础上，第二轮复习课教学选择了“皮蛋中的酸碱盐”“暖宝宝中的金属”两个项目主题，在设计项目问题和学生活动时充分考虑到学生的实际情况，对问题的设置有更明确的角度，精简了项目活动并通过一系列的问题启发来减小任务的难度，同时增加了课堂练习题，探查结果表明，采取适当的教学策略，能有效提升项目式学习的教学效果。

两轮教学实践后发现，项目式学习中，学生学习兴趣、学科能力表现、学业成绩均优于对照班，项目式学习中能明显提升学生应用实践能力、迁移创新能力。最后本研究提出了促进学科能力发展的初中化学项目式教学的有效策略：（1）明确项目的学科能力目标及评价指标；（2）精心设计项目问题和学生活动；（3）展示课前，给学生的小组展示提供指导和培训；（4）重视基础知识的落实；（5）持续不断地激发学生的探究兴趣。

Project-based learning integrates the learning of chemical knowledge into the process of solving specific problems, and guides students to experience the process of inquiry personally, which can effectively promote the development of students' core competency of chemistry. The existing literature on junior high school chemistry project-based learning mainly focuses on the design of projects, and there is less research on the development of students' chemistry discipline ability in the process of project implementation. Through the design and implementation process of project-based learning, this study analyzes students' performance, studies the development and change of students' chemical discipline ability and the impact on students' academic performance, and provides empirical experience support for project-based learning to promote the development of subject ability.

Based on "project establishment model", "project-based learning evaluation system"put forward by Professor Lei Wang and her team, based on the “Project Establishment Model”  and “ Project Planning Process Model” put forward by Hou Xiao and professor Jiuhua Hu, A teaching design framework for project-based learning to promote the development of chemistry discipline ability was designed, and according to this framework, two rounds of project-based learning teaching and research were carried out in the new and review courses of chemistry in the third year of junior high school.Two classes with the same degree were selected for teaching practice, making diagnostic evaluation before and after the implementation of the project, and process evaluation was conducted in the learning links such as guidance class, inquiry class, project works and summary and reflection. Combined with academic test results and exercise tests, analyse the development of students' Chemistry discipline ability.The first round of new teaching selected the two project themes of "homemade carbonated drinks" and "salt travel", and it was found that the students in the experimental class performed better than the control class in applied practice and complex reasoning, but the implementation of basic knowledge and academic performance did not improve significantly, and the time for classroom activities was tight, and some students could not maintain their enthusiasm for learning during the whole project process. On the basis of drawing lessons from the first round of practice, On the basis of learning the lessons learned from the first round of practice, the second round of review course teaching selected two project themes of "acid and alkali salt in preserved eggs" and "metal in warm baby", fully considering the actual situation of students when involving project problems and student activities, having a clearer angle for setting problems, streamlining project activities and reducing the difficulty of tasks through a series of problem inspiration, at the same time, classroom practice questions are added to ensure the smooth implementation of the project and improve the learning effect.

After two rounds of teaching practice, it was found that in project-based learning, students' learning interest, Chemistry discipline ability, and academic performance were better than those in the control class. project-based learning can significantly improve students' practical application ability and transfer innovation ability. Finally, this study proposes effective strategies for project-based teaching of chemistry in junior high schools to promote the development of subject ability: (1) The chemistry discipline ability objectives and evaluation standards of the design project are more accurate; (2) Design project problems and student activities more carefully; (3) Provide guidance and training for students' group presentations before the presentation class; (4) Pay attention to the implementation of basic knowledge; (5) Continue to stimulate students' interest in inquiry.