A Study On Primary School Students' Learning Behavior Based On Class Group On Project-based Learning

The The "evil of mediocrity" in the traditional classroom form shackles students' holistic development.In the midst of educational reform,the relationship between teaching and learning is changing,and student-centered project-based learning promotes students' active exploration and research-based learning.Whether project-based learning in classroom groups achieves its expected effects,what experiences can be replicated in practice,and what issues need to be taken into account in carrying out project-based learning.These questions need to be answered by looking at the learning behaviors of elementary school students in project-based learning at the micro level.Studying student learning behaviors in project-based learning is important for student development.Studying the learning behaviors of elementary and middle school students in project-based learning in class groups can help frontline teachers improve their professional potential,teamwork potential,and adjust project-based learning design goals,implementation,and evaluation.These issues constitute the essence of the study of learning behaviors,and class group project-based learning can meet students'learning needs and improve their learning literacy to better adapt to future social development.In this study,we collected classroom observations of three typical themes of project-based learning in classroom clusters,and based on the literature on project-based learning and elementary school students' learning behaviors,we adopted Hannah Arendt's action theory and the "Learning Behavior Theory".Based on the literature on project-based learning and elementary school students'learning behaviors,we used Hannah Arendt's theory of action and the idea of "the evil of mediocrity"to classify project-based students' learning behaviors into verbal interaction behaviors,manipulative behaviors,contemplative behaviors,and disciplinary behaviors.The observation scale was used to observe the learning behaviors of elementary and middle school students in the project-based learning classroom.The internal conditions are the knowledge and emotions of elementary school students and students' expectations of project-based learning,while the external material conditions of student learning behaviors occur followed by project topics,project instructional design(driving questions,core knowledge,tasks),project designers,students,and class group culture influence student learning behaviors.3.Through interviews with three representative students and three teachers selected from the class group,the study found that Students' verbal interaction and manipulative behaviors were more frequent than in traditional classrooms,and elementary school students' learning behaviors reflected stronger pro-social behaviors,care for their younger classmates,and a stronger sense of collective and social responsibility for the class.By observing the learning behaviors of elementary and middle school students in class group project-based learning and interviewing teachers and students,we found that there are problems in class group project-based learning such as the lack of unified teaching objectives and evaluation,lack of systematic knowledge transfer,unreasonable grouping of groups in project implementation,unequal contribution of group members,insufficient grasp of core knowledge by teachers and lack of feedback lack of iteration in project-based learning evaluation,and single evaluation object The first study proposes that the teaching goal orientation is the unity of certainty and openness;the teaching goal form is the unity of externalization and internalization:the teaching goal design guideline is the unity of ideal and reality;and the teaching goal organization model chart is established to facilitate front-line teachers' actual teaching goals to avoid the blindness and singularity of goal design.Secondly,the study found that in classroom group project-based learning,a great factor affecting the implementation of teaching is feedback,which affects the quality and evaluation of teaching activities,and the key to high-quality project-based learning implementation is feedback.Finally,the evaluation scale for project-based learning in classroom groups is designed based on existing research in order to help front-line teachers implement project-based learning and promote the development of project-based learning.This is an attempt to assess the behavior of elementary school students in classroom group project-based learning,and there is still room for further research and improvement in the design of instructional suggestions based on elementary school students' learning behavior.