Design And Research Of Project-based Learning In Senior High School Geography Teaching

At present,the curriculum reform of ordinary high schools in China is entering a new historical stage.The educational reform guided by core literacy is a great and arduous challenge in the 21 st century,which puts forward higher requirements for teachers' professional quality and students' comprehensive ability.In the “General Senior High School Geography Curriculum Standard(2017Edition,revised in 2020)”,promulgated by the Ministry of Education in 2020,it advocates a new way of “autonomous learning,cooperative learning and inquiry learning”.Project learning,as a new way of teaching and learning,takes group cooperation as the unit to explore problems,takes discipline literacy as the basis for the overall structure,and based on substantive achievements for multiple evaluation,and finally solves practical problems.This is in line with the 21 st century for comprehensive,global,contemporary innovative talent training requirements.However,the practical application of project learning in geography teaching in senior high school is less.Based on this,this paper is devoted to exploring how to apply project learning to geography teaching in senior high school.First,sort out the relevant documents of project study,use the literature research method to understand the background of project study,define the specific concepts of “project” and “project study”,analyze the current situation of research at home and abroad,and provide a theoretical basis for the design research of this paper.Secondly,the case analysis method is used to discuss the four design principles of project learning in senior high school geography teaching:authenticity,feasibility,inquiry and challenge.The design process of project learning in senior high school geography teaching is interpreted in detail from seven aspects: project theme,project goal,project plan,project process,project work,project achievement and project evaluation.In addition,this article selects the two parts of “disaster prevention and reduction” and “urbanization” from the2019 version of high school geography compulsory 1 and geography compulsory 2,and integrates the reality of life and social hotspots to carry out the teaching case development of project study.At the end of this paper,the design strategy of project-based learning in geography teaching in senior high school is put forward from four aspects: geography core knowledge,driving problem,advanced cognitive strategy and learning support.The author also puts forward some suggestions on the design of project-based learning in geography teaching in senior high school,and claims that project-based learning emphasizes that education is oriented to the future development of students and that students should pay more attention to the geography which is useful for their lifelong development;Under the background of the new geography curriculum reform,it is very important to create a feasible way of project learning suitable for local practice.At present,project-based learning is still in its infancy in China,which requires the vast number of educational researchers and senior high school geography teachers to explore its significance and value actively,so that project-based learning in senior high school geography teaching can show its use and explain its effectiveness.