当前的高中校本选修课程受到了国家、社会、学校等层面的重视，化学与生活类校本课程的开发应运而生。项目学习是一种系统的教学方法，是一个探索复杂实际问题的过程，是一个计划和执行项目任务的过程，还是帮助学生掌握必要知识和技能的过程。2017年版课程标准中对学校开设化学选修课程时开展项目学习活动是鼓励和提倡的，加之项目学习的功能和价值与《化学与生活》选修课程目标和内容相吻合。由此，将项目学习模式引入高中《化学与生活》校本课程开发具有重要意义。 本文通过文献综述梳理了项目学习在国内外校本课程开发中的应用现状。基于实验学校的具体学情，结合网络和现场观摩学习项目课例的经历，以“深度学习”、“建构主义”、“多元智能”等理论为指导，构建了项目式《化学与生活》校本课程，包括依据课程理念和师生需求确定的课程目标，结合国家课程、地方特色和时事热点形成的课程内容和教学大纲，以及综合考虑自评和互评、生评和师评、过程性和终结性评价的多元化评价方式。 依据项目学习流程，确定实施校本课程的教学模式，选择《食材整理》和《限塑行动》两个典型案例，分别进行了基于将科学知识与方法联系、使科学观念向行为转变的教学设计和实践。之后，展开对学生“科学态度与社会责任”核心素养的发展水平测查：通过课后访谈、问卷调查等形式，探究了项目学习在开发《化学与生活》校本课程的可行性和对学生核心素养的发展情况。 本研究的结论有：开发了基于项目学习的《化学与生活》校本课程，确定了该课程的目标、课程内容、教学大纲及课程评价，经过实践证实了课程的可行性和有效性；提出了基于项目学习的《化学与生活》校本课程实施的策略和注意事项；给出了项目式校本课程开发的思路和方法，为项目学习应用于其他校本课程的开发提供参考。 最后指出了本研究存在的问题与建议：课程内容的系统性还需要课程专家的理论指导和论证；学生的项目活动开展还需要多方面的支持和配合。

Project learning is a systematic teaching method. It is a process of exploring complex and real problems. It is also a process of planning and implementing project tasks and carefully designing project works. In the process of project learning, students can master the necessary knowledge and skills. In the 2017 edition of curriculum standards, it is encouraged and advocated to carry out project learning activities when offering chemical elective courses in schools. At present, school-based elective courses in senior high schools have been attached great importance by the state, society and schools. The development of school-based courses in chemistry and life has emerged as the times require. In the process of implementing school-based curriculum of Chemistry and Life, the function and value of project learning coincide with the content design of school-based curriculum of Chemistry and Life. Therefore, it is of great significance to introduce the project-based learning model into the school-based curriculum development of Chemistry and Life in senior high schools. This paper reviews the current situation of the application of project-based learning in school-based curriculum development at home and abroad through literature review. Based on the specific learning conditions of experimental schools, combined with the experience of network and on-site observation of learning project lessons, guided by the theories of "deep learning", "constructivism" and "multiple intelligences", the school-based curriculum of "Chemistry and Life" of project type was constructed, including the curriculum objectives determined according to the curriculum concept and the needs of teachers and students, and the formation of national curriculum, local characteristics and current affairs hotspots. The curriculum content and syllabus, as well as the diversified evaluation methods considering self-evaluation and mutual evaluation, student evaluation and teacher evaluation, procedural and summative evaluation. According to the project learning process, the teaching mode of implementing school-based curriculum is determined. Two typical cases, Food Material Arrangement and Plastic Limitation Action, are selected to carry out the teaching design and practice based on the connection of scientific knowledge and methods and the transformation of scientific concepts to behavior. After that, the development level of students' core literacy of "scientific attitude and social responsibility" was tested. Through after-class interviews, questionnaires and other forms, the feasibility of project learning in developing school-based curriculum of Chemistry and Life and the development of students' core literacy were explored. The conclusions of this study are as follows: the school-based curriculum of Chemistry and Life based on project learning has been developed, the objectives, contents, syllabus and evaluation of the curriculum have been determined, and the feasibility and effectiveness of the curriculum have been proved by practice; the strategies and precautions for implementing the school-based curriculum of Chemistry and Life based on project learning have been put forward; and the opening of the project-based school-based curriculum has been given. The ideas and methods of project learning can provide information for more using of project based learning in the development of other school-based courses. Finally, the problems and suggestions of this study are pointed out: the systematization of curriculum content also needs the theoretical guidance and demonstration of curriculum experts; the development of student project activities also needs support and cooperation from various aspects.