| Nowadays,in order to meet the requirements of economic and social development,as well as cultivate and develop students’advanced abilities,many countries are exploring new methods of talent cultivation.Among them,as the representative of inquiry learning method,project-based learning has become a hot topic in the educational circle.Geography teaching in compulsory education stage in China,however,has existed many problems for a long time such as knowledge indoctrination,outdated teaching method,excessive mechanical training and so on.It has become an emergent problem to verify whether project-based learning can be applied to junior high school geography class and it’s effective.For this issue,this study expounds the definition,theoretical basis and basic characteristics of project-based learning by collecting and analyzing relevant project-based learning literature,and designs a junior middle school class experiment.The experimental process mainly includes:Firstly,questionnaire survey and interview were conducted to investigate the current situation of geography class in M Middle School in Huanggang City,Hubei Province.Secondly,according to the survey results,a project-based junior middle school geography class model was constructed and applied to the school’s geography class.Thirdly,the effectiveness of project-based learning in geography class in junior high school is verified by comparing students’ academic achievement and questionnaire feedback before and after the experiment.After two months of experiments,this study finds that the average academic scores of the students in the experimental group with project-based learning method were significantly higher,and there were significant differences between the experimental group and the control group.Meanwhile,the mean values of the four dimensions:interest in geography learning,ability to acquire learning resources,attitude to cooperative learning and attitude to teaching evaluation were all improved. |
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