Design And Implementation Of American Junior Middle School Language Curriculum Based On Project-based Learning

Under the background of economic globalization,cultural diversification,and political multi-polarization,language is regarded by countries and international organizations as an important means of embodying cultural characteristics,as well as an important strategic resource for realizing national core interests and improving global competitiveness.Language value is increasing.Highlight.In this context,developed countries such as Europe and the United States pay special attention to their own language education,advocating the construction of a reasonable and scientific language education system based on national conditions to cultivate students' language literacy.Our country also puts forward higher requirements for students' language ability,but the status quo of the development of language education in domestic middle schools is not optimistic: On the one hand,the relevant theories of language education in China have not yet been clarified,especially the academic inquiry of middle school language education has yet to be systematized.On the other hand,the practical exploration of language education in China needs to be deepened,and there is a lack of practical care for the value of language knowledge in middle school language courses.Borrow the stones from other mountains to consolidate the foundation of the land.The United States is at a leading level in theoretical research and practical exploration of language education,and has rich research results and practical experience.Therefore,learning and drawing lessons from relevant American research theories and practical cases plays an important role in the development of language education in my country and the improvement of the language curriculum construction system.Based on the perspective of project-based learning,this research explores the theoretical foundation and value of language courses based on project-based learning through a large number of theoretical studies,using literature and case analysis methods.The inquiry found that language courses based on project-based learning are based on curriculum integration,connectionism,and constructivist theories,presenting language literacy focusing on interdisciplinary integration,focusing on knowledge transfer ability;creating real learning situations,and developing higher-order thinking skills;implementation;Disciplinary practice value,to enhance the value meaning of language ability.In order to in-depth explore the design and implementation characteristics of language courses based on project-based learning,and grasp the specific manifestations of project-based learning methods in language courses,this research takes the language courses of North County high-tech junior high schools in the United States as the main object,from design and implementation.Main dimensions for analysis.Through analysis,in the design dimension,North County High-tech Junior Middle School's language curriculum presents a“four-in-one” project-based learning design concept,that is,triggering curriculum perception with real situations,wrapping low-level cognition with high-level cognition,and learning from teaching.Design turns to learning design,and promotes project development with peer cooperation.At the same time,the curriculum objectives reflect the "three-point linkage",specifically based on student needs as the starting point,core literacy as the focus,and the common core state English standard as the key point.The three points work together to jointly provide for the establishment of language curriculum goals.Reference.In addition,the content design emphasizes "vertical and horizontal integration" : design course content in combination with "life situations",structure course content through "dialogue connection",drive course content based on "real problems",and promote cross-life,cross-disciplinary,and problem-driven content design.The horizontal extension and in-depth development of knowledge.In terms of implementation,the North County High-tech Junior Middle School's language curriculum presents the implementation principles of “point-to-surface integration”,including pan-connectivity principles,integration principles,and problem-driven principles.It uses point-to-point,point-to-point interaction,and is committed to creating activity contexts,Asking driving questions,partnering to carry out continuous exploration,re-migrating new situations,pointing to driving problems,multi-agent participation in summarizing,completing works,reporting the implementation process of learning results,realizing students' real learning and real thinking,developing their problem solving,Interdisciplinary skills such as critical thinking and cooperative communication.After analyzing the characteristics of the design and implementation of the language curriculum in North County High-tech Junior Middle School,combining with the development of China's language curriculum,it provides inspiration and suggestions from three aspects: Caring for the reality of language itself,driving effective learning through basic problems,and promoting effective learning in multi-disciplinary communication;advocating the simultaneous development of two lines,language literacy and interdisciplinary literacy,based on core literacy,interdisciplinary integration of language curriculum content,and strengthening practice Activities and reform of the implementation of language courses;through value guidance,multi-party education forces,use of teacher-student cooperation,collaborative organization of course content,advocate US cooperation,and promote the professionalization of course construction.