新时代对学生“学科核心素养”提出了新的要求，其中课程的目标设定和教学方式、评价体系等都发生了深刻的变化，在教育水平不发达地区，学校对化学的教学主要以传统讲授型课堂为主。针对化学基础知识薄弱、对化学学科兴趣度不高、化学学习能力较弱的学生，应该如何达成化学学科核心素养的培养，使之成长为适配未来科技发展的综合性人才。项目式教学便成为了突破传统教学的一种新尝试。但一线教师工作繁重，缺乏时间和精力去设计一堂完整的项目式教学课。因此，本研究立足于微项目式教学，基于“三步走”策略的教学设计程序，以元素化合物知识——硫及二氧化硫、离子反应为教学案例，采用创新的小组合作模式进行教学案例设计，展开讲述如何使项目式学习在高中课堂中高效落实。
本研究通过文献综述、依托已有基础理论，梳理了“三步走”策略（寻找原型、提炼解决问题的思路、外显为学生思路、产品设计）并进行案例设计，以小组为单位，以探究性任务为主线，抓住解决问题的关键程序与能力，借助小组合作学习的五因素理论，提出新的分组模式，创设微项目式教学活动小组，依据设计好的教学思路进行案例实施，通过创设表现性任务和活动，考查学生在真实情境下解决实际问题的能力，与新高考内核改革的大趋势相连接。选取的这两个案例素材都贴近生产生活，结合了当地实际情况与特色，以硫元素知识为例，笔者采用了“探究新疆果干的秘密”这一真实情境，以学生小组自制果干并与购买果干对比为切入口，主动寻找其中的不同，学习相关涉及的知识，并对自制的果干进行改进或说明，以此来提高学生的综合素质水平；另一案例选取乌鲁木齐市水磨河的水质检测，通过对水磨河水净化为生活用水的案例设计和自来水厂的原型实例，构建学生从宏观到微观的认知转变，理解离子反应原理的真实内涵。
本研究针对实验班和对照班进行评价与反馈，以师生访谈、问卷调查、纸笔成绩等评价方式分析微项目式教学对学生认知能力的提升。通过对微项目式教学的设计、实施与反思，梳理出如何针对化学基础薄弱的学生培养核心素养的问题策略，教师可以搭建一个完善的教学小组后，选择传统教学与微项目式学习相结合的方式，用传统教学的方法来进行概念的铺设、原理的解析，然后辅以微项目式学习建构概念模型、应用原理分析，达成学生的化学学科核心素养的培养。

The new era has put forward new requirements for students' "subject core accomplishment", among which the setting of curriculum objectives, teaching methods and evaluation systems have undergone profound changes. In areas with underdeveloped education level, the teaching of chemistry in schools is mainly based on traditional lecturing classrooms. For students with weak basic knowledge of chemistry, low interest in chemistry and weak learning ability of chemistry, how to cultivate the core quality of chemistry and make them grow into comprehensive talents suitable for future scientific and technological development? Project-based teaching has become a new attempt to break through the traditional teaching. However, front-line teachers have a heavy workload and lack the time and energy to design a complete project-based teaching lesson. Therefore, this study is based on micro-project-based teaching and teaching design procedures based on the "three-step" strategy, taking the knowledge of elemental compounds -- sulfur and sulfur dioxide, and ion reaction as teaching cases, and using an innovative group cooperation model to design teaching cases, so as to describe how to effectively implement project-based learning in high school classrooms.
Through literature review and relying on existing basic theories, this study sorted out the "three-step" strategy (finding prototypes, refining ideas for problem solving, presenting ideas as students, and product design) and carried out case design. Taking the group as a unit and the main line of exploratory tasks, the study grasped the key procedures and abilities of problem solving, and made use of the five-factor theory of group cooperative learning. This paper proposes a new grouping mode, creates a micro-project-type teaching activity group, carries out case implementation according to the designed teaching ideas, and tests students' ability to solve practical problems in real situations through the creation of performance tasks and activities, which is connected with the general trend of the core reform of the new college entrance examination. The two selected case materials are close to production and life, combined with the local actual situation and characteristics. Taking sulfur element knowledge as an example, the author adopts the real situation of "exploring the secret of Xinjiang dried fruit", and compares the students' group's homemade dried fruit with the purchase of dried fruit as the point of reference, actively searching for the differences, learning related knowledge, and improving or explaining the homemade dried fruit. In order to improve the comprehensive quality level of students; Another case selected the water quality test of Shuimo River in Urumqi. Through the case design of Shuimo river purification for domestic water and the prototype example of waterworks, the cognitive transformation from macro to micro was constructed for students to understand the true connotation of the principle of ion reaction.
This study conducted evaluation and feedback for the experimental class and the control class, and analyzed the improvement of students' cognitive ability through the evaluation methods of teacher and student interviews, questionnaire survey, paper and pen scores, etc. Through the design, implementation and reflection of micro-project-based teaching, this paper sorts out strategies on how to cultivate core literacy for students with weak chemistry foundation. After setting up a perfect teaching team, teachers can choose the combination of traditional teaching and micro-project-based learning, and use traditional teaching methods to lay concepts and analyze principles. Then, with the help of micro-project-based learning to construct conceptual model and apply principle analysis, the core quality of students' chemistry discipline can be cultivated.