Research On The Current Implementation And Strategies Of Geography Project-based Learning In Shanghai Middle Schools

Geography project-based learning in middle schools is a new model of teaching and learning that points to the geographical key competences.It guides students to carry out in-depth learning in the form of collaboration driven by human-environment problems in the real context,and make full use of resources to solve problems creatively,construct geographical key knowledge as well as key competences,and form visualized public geographical outcomes.This study takes project-based learning as the starting point,to provide reference for innovating the way of geography cultivation and promoting the high-quality development of geography teaching.Firstly,on the basis of reviewing the existing theoretical and empirical research,this study analyzes the competences-oriented education concept all over the world,and clarifies the effectiveness and unique value of project-based learning in cultivating the geographical key competences.Secondly,through the questionnaire method,study explores the current implementation and existing problems of geography project-based learning in Shanghai middle schools.After two rounds of investigation,it is found that the current geography teachers generally agree with the special value of project-based learning,but there are insufficient training and uneven development among different types of schools,resulting in great individual differences in the design capability of geography projectbased learning scheme.After that,study focuses on how to use evaluation to guide geography teachers to improve the capability of project design,gradually improve the quality of geography project-based learning,respond to the requirements of key competences,and promote the reform of geography teaching methods in middle schools.Therefore,through literature analysis and expert interview,this paper constructs the "Evaluation Framework of Geography Project-based Learning Scheme in Middle School",consisting of 6 primary indicators and 18 secondary indicators,and gives each indicator a three-level scale of "Level 1","Level 2","Level 3" and its description,which can be used by geography teachers in designing and perfecting project-based learning scheme.The goal is to guide teachers to improve the project design ability by means of evaluation.Then,the framework is used to evaluate two cases,and the evaluation results verify its effectiveness to a certain extent.Finally,this study puts forward countermeasures and suggestions for the development of project-based geography learning in middle schools from four aspects,emphasizing the special value of geography project-based learning,improving the design capability of geography project-based learning scheme,enriching training and teaching and research resources,and optimizing objective environment of project-based learning implementation.