Research On Project-based Learning Of High School Geography Unit Teaching Design

The Curriculum Standards for Geography in Ordinary Senior High Schools(2017 edition and 2020 revision)updated the teaching content.The curriculum standard points out that the core concept of the subject should be taken as the core,the content of the course should be structured,the subject should be taken as the guide,the content of the course should be contextualized,and the implementation of the core quality of the subject should be promoted.The paper also puts forward the suggestion of paying attention to problem-oriented teaching,integrating relevant learning contents with "questions",guiding students to apply the thinking mode of geography,establishing the knowledge structure related to the questions,and comprehensively understanding,explaining and solving the geographical problems.Project teaching way and the unit teaching methods can be used in problem-based teaching,integrating project learning and unit teaching,based on project learning unit teaching design and research which conforming to the requests emphasis on problem-based teaching in the curriculum standard,and can furtherly enrich the high school geography teaching mode,cultivate students’ core quality,improve teachers’ basic skills of teaching design.Based on the theory of project-based learning and unit teaching design,this study mainly uses literature method and case-analysis method to explore the teaching mode of high school geography unit teaching design based on project-based learning.Firstly,the concept of project-based learning and unit teaching design is defined.On this basis,the research status of project-based learning and unit instructional design at home and abroad is reviewed.Secondly,the characteristics of project-based learning and unit instructional design are analyzed.Combining the characteristics of both,the characteristics of unit instructional design based on project-based learning are summarized.Thirdly,construct the structural framework and activity program of project-based learning unit teaching.Then,according to the structural framework and activity program of the project-based learning unit teaching mode developed,the teaching case of "the influence of thermal circulation on the life" is designed.Finally,put forward own thinking on the project-based learning teaching design of high school geography unit,throughing reflection on the problems encountered in the process of development and design.Through the research of project-based learning in high school instructional design of the geography unit,this paper sums up the characteristics of project-based learning unit instructional design,the structural framework and the activity program of this teaching model.(1)Features of project-based learning unit teaching design: First,contact with life according to the course standard;Second,diverse resources on condition that problems are oriented;Third,student-centered,collaborative inquiry;Fourth,the sequence is rigorous,overall designed;Fifth,the process is clear and the activities are complete.(2)The structural framework of project-based learning unit teaching design is divided into the followings: First,to determine the teaching content.To be exact determine the teaching theme,analyze the curriculum standards,plan the content and scope and refine the driving problem.Second,analyze the teaching contents.Analysis of teaching material content and teaching key and difficult points;Analysis of learner characteristics;Analysis of Interdisciplinary knowledge;Analysis of teaching methods;Integrating of learning objectives;Determine the evaluation gauge.Third,design the teaching process.Planning teaching activities and determine the teaching process.(3)Activity procedures of project-based learning unit teaching design: situation introduction--determining the theme--refining the driving problem--arranging project activities--exploring the learning process--creating works--displaying works--evaluating and reflecting.