Application Of PBL In The Teaching Of High School Geography Unit

In 2018,the Ministry of Education of China issued a general high school curriculum reform,clearly proposed and emphasized the need to use the "discipline concept" as the core to implement the core literacy of the discipline.The new high school geography curriculum reform pointed out that in geography teaching,students should be strengthened in natural and social learning,closely related to life,and learn the geography useful for lifelong development.PBL,also known as project-based learning,is a teaching model that uses real-world problems as a situation,students learn through collaborative practice,solve real problems and achieve teaching goals.It has a unique role in cultivating students’ ability to innovate and solve problems;The unit concept of the "big concept" is based on the geography curriculum standards,and reorganizes the teaching content according to different situational themes,so that students can learn the "big concept" by the overall and systematic thinking.Based on the current background of geography education reform,the author attempts to apply project-based learning to unit teaching design,referred to as project-based unit teaching design,in order to seek a new teaching design ideas,provide reference for front-line teachers,and encourage students to experience deep learning.Improve the overall quality and promote the all-round development of students.This paper mainly uses the literature research method to sort out the domestic and international theories of project-based learning and unit teaching design,and conducts a questionnaire survey and analysis on about 200 students in Tianjin and Dalian to understand the current situation of high school students’ geography learning,and Taking the exploration of the causes and solutions of smog in the Beijing-Tianjin-Hebei region as an example,the framework construction of project-based unit teaching design was carried out.On this basis,the application strategy of project unit design was proposed:(1)Project unit situation design:contact life,attention Hotspots;integration of emotions,emphasis on ideas;(2)project unit-driven problem design:from the real world,around student interest experience;focus on key concepts of geography;(3)project unit content design:clear expected target primary and secondary;system analysis and interpretation Unit teaching content;(4)Project unit activity design:student-centered;strengthening ability training and guidance;(5)Dialectical view of project unit design in high school geography teaching.