学科核心素养的提出，是对化学教学指出了新方向。本校所在的少数民族地区，更多采用的是知识讲授、大量练题的模式，学生自主意识薄弱，学生自主表达论证的机会极少。这样的课堂教学只能够满足低层次的学科能力需求。因此，必须在教学的设计与实施上做出改革创新。

本研究在金属元素部分（包含铁元素、铝元素）采用项目式学习（PBL）的模式，选择了2018级三个高一的班级进行实践。每个项目设计与实践的过程包括：第一，对所涉及元素及其化合物进行分析与解读，包括课标及素养要求、知识内容以及学情分析；第二，将知识内容进行拆分，设计不同的任务，将任务整合成为项目；第三，将设计的项目进行实践，根据反馈修改再实践；第四，对实验班和对照班进行评价，包括前测、后测评价，访谈和问卷等方式。最终分析两个项目实施之后的研究效果，总结归纳设计项目的方法流程。

通过对比9班（实验班）与14班（对照班）测查结果发现：9班（实验班）对知识的掌握效果优于14班（对照班）。项目学习有利于学生在A2概括关联、A3说明论证、B1分析解释、B3简单设计、C1复杂推理、C2系统探究等几个学科能力方面有较好的表现提升。

本研究还发现，短期内的项目式学习，学生的学科能力得到比较明显的发展，但学业成绩却没有得到提升。因此笔者在实验班之后的学习中继续使用项目式学习，并在高三结束之后对学生学习成绩进行了测查，结果显示：在高一高二阶段笔者任教的班级在平均分与三率（优分率、良好率以及及格率）上基本都是劣于同层次其他老师任教的班级。而在高三复习阶段，任教班级平均分与三率基本都是优于同层次其他老师任教的班级，优分率的优势最为明显。

实践过程中，笔者发现本研究中存在的一些问题：第一，项目实施过程中，部分学生不愿参与或者无法参与；第二，项目任务多，课时不够；第三，缺少过程性评价；第四，部分学生学科能力发展效果甚微。最后，根据实践过程的收获，归纳总结了一些切合本校项目设计的策略，包括：研读教材与课标、充分了解学生的知识和能力储备情况、选取合适的项目内容、教学设计（含评价工具、调查问卷）、数据处理与分析、试实施与再实施等环节。

The proposal of subject core literacy points out a new direction for chemistry teaching. In the minority areas where the university is located, the mode of knowledge teaching and a large number of exercises is more adopted. The students' sense of autonomy is weak, and the students have few opportunities to express their arguments independently. Such classroom teaching can only meet the needs of low-level subject ability. Therefore, we must make reform and innovation in the design and implementation of teaching.

In this study, the metal element part (including iron and aluminum) adopts the project-based learning (PBL) model, and three senior one classes of grade 2018 are selected for practice. The design and practice process of each project includes: first, analyze and interpret the involved elements and their compounds, including curriculum standards and literacy requirements, knowledge content and learning situation analysis; Second, divide the knowledge content, design different tasks, and integrate the tasks into projects; Third, practice, modify and practice the designed project; Fourth, evaluate the experimental class and the control class, including pre-test, post-test evaluation, interview and questionnaire. Finally, the research results after the implementation of the two projects are analyzed, and the methods and processes of the design project are summarized.

By comparing the results of class 9 (experimental class) and class 14 (control class), it is found that class 9 (experimental class) has better mastery of knowledge than class 14 (control class). Project-based learning is conducive to the improvement of students' abilities in several disciplines, such as generalization and correlation A2, explanation and demonstration A3, analysis and interpretation B1, simple design B3, complex reasoning C1, system exploration C2, etc.

This study also found that in the short-term project-based learning, students' subject ability has been significantly developed, but their academic performance has not been improved. Therefore, the author continues to use project-based learning after the experimental class, and tests the students' academic performance after the end of senior three. The results show that the average score and three rates (excellent score rate, good rate and pass rate) of the classes taught by the author in senior one and senior two are basically inferior to those taught by other teachers at the same level. In the review stage of senior three, the average score and three rate of teaching classes are basically better than those taught by other teachers at the same level, and the advantage of excellent score rate is the most obvious.

In practice, the author found some problems in this study: first, in the process of project implementation, some students are unwilling or unable to participate; Second, there are many project tasks and insufficient class hours; Third, lack of process evaluation; Fourth, the development of some students' subject ability has little effect. Finally, according to the harvest of the practice process, this paper summarizes some strategies suitable for the project design of the University, including: studying teaching materials and curriculum standards, fully understanding students' knowledge and ability reserves, selecting appropriate project content, teaching design (including evaluation tools and questionnaires), data processing and analysis, trial implementation and re implementation.