Research On The Implementation Of Project-Based Learning In Middle School History Teaching

Project-Based Learning is a brand new form of teaching.It is based on the current trend of history curriculum reform,attaches importance to the cultivation of students' core literacy,and also meets the needs of individual development of students.The implementation of Project-Based Learning in history teaching not only contributes to the transformation of teachers' teaching methods,but also helps students to innovate their way of thinking in learning and improve their learning quality,so it has a high research value.Since the Project-Based Learning research of history subject is still in its infancy,its theoretical research and practical exploration have room for further development.This article takes Project-Based Learning in middle school history teaching as the subject of research.Based on the overview of historical Project-Based Learning,it explains in detail its implementation value,implementation principles and implementation steps,and makes evaluations and suggestions.The main content of the article is as follows:The first chapter is an overview of Project-Based Learning.This chapter first introduces the interpretation of "project" and "Project-Based Learning" and related concepts by domestic and foreign scholars.On this basis,the "Project-Based Learning" is accurately defined and its main characteristics are summarized.The theoretical basis of "learning" is reviewed.The second chapter discusses the implementation value of Project-Based Learning in middle school history teaching.One is that Project-Based Learning fully embodies the subjectivity of the learning object and helps to stimulate students' interest in learning;the second is to highlight the life of the teaching situation,which is helpful for the combination of classroom learning and life education;the third is to respect the overall learning process Sexuality is helpful to the overall development of students;the fourth is to demonstrate the cooperativity of learning methods,which helps to create an atmosphere of interaction and inquiry;the fifth is the adjustability of its reflection mechanism,which helps to cultivate students' good thinking habits.The third chapter discusses the implementation principles of Project-Based Learning in middle school history teaching.The principle of applicability is mainly analyzed from the perspectives of the content of history subjects,the quality of students,and the conditions of the school;the principle of authenticity is analyzed from the four elements of "real problems","real situations","real processes" and "real evaluations";from the perspectives of students The performance in the Project-Based Learning process is combined with specific cases to analyze its experience and generative principles.The fourth chapter analyzes the implementation steps of Project-Based Learning in middle school history teaching.Based on the author's teaching practice,this chapter summarizes the general steps for the implementation of Project-Based Learning in history subjects,namely,"establishing the subject of the project,forming the project learning group,formulating the overall plan of the project,advancing the project implementation process,and displaying the results of the project".These five links are interlocked to ensure that Project-Based Learning is carried out smoothly in middle school history teaching;but these five links are not static and mechanized processes.Teachers can also respond to the special needs of different teaching contents under different teaching themes.Make creative improvements and applications in the five links.The fifth chapter evaluates the current research and implementation status of Project-Based Learning in middle school history teaching,and puts forward reasonable and effective suggestions for improvement.Compared with traditional teaching,Project-Based Learning has its irreplaceable advantages in middle school history teaching,which is reflected in the initiative,inquiry and openness of Project-Based Learning;but as a brand-new learning method,Project-Based Learning There are still many problems in the development of Project-Based Learning in middle school history teaching.Among them,there are not only the limitations of Project-Based Learning itself,but also the problems encountered in the actual development process,and other problems derived from it.Based on this,this article points out that if Project-Based Learning continues to be carried out in middle school history teaching in the future,first,we must attach importance to the appropriateness of Project-Based Learning development,and effectively integrate teaching resources and continue to promote the curriculum through close ties with the characteristics of history subjects.The second is to strive for the refinement of Project-Based Learning and development,that is,to focus on the implementation of core knowledge,pay attention to the effectiveness of preparatory work,and rationally plan teaching progress and project progress;third,to strengthen the guarantee for the development of Project-Based Learning,Including teacher guarantee,standard guarantee,ideological guarantee,etc.,through strengthening regular training of teachers,designing a diversified teaching evaluation system,and establishing scientific understanding of Project-Based Learning to improve the quality of Project-Based Learning in middle school history teaching.