Research On The Cultivation Teaching Strategy Of Human-Earth Coordination View Based On Project-based Learning

With the advancement of the new curriculum reform,the 2017 edition of the new curriculum standard puts forward the core literacy of geography,which requires the concept of human-earth coordination as the most core value,the use of integrated thinking and regional cognition to understand,sense and analyse the human-earth relationship system in practical activities,and the cultivation of geographic practical skills.In addition,the new curriculum concept focuses on innovative teaching methods to cultivate students’ view of human-earth coordination and promote the implementation of the subject’s core literacy,while the traditional teaching mode can no longer meet the current needs of secondary school students’ human-earth relationship formation and talent cultivation.Therefore,innovative teaching methods are urgently needed to cultivate students’ view of human-territory coordination,and project-based learning is one of the effective learning methods to cultivate students’ core literacy as it can cultivate diverse abilities and literacies.Based on sustainable development theory,constructivism learning theory and pragmatic education theory,this paper uses questionnaire method,classroom observation method and other investigation methods,and on the basis of the investigation of the current situation of high school students’ human-earth coordination concept cultivation,puts forward the teaching design principles,ideas and steps of high school students’ human-earth coordination concept cultivation based on project-based learning.Taking "Comprehensive Treatment of Ecologically Fragile Areas-Comprehensive Treatment and Development of the Rocky Desertification Area in Baise" as an example,the teaching practice research is carried out,and the conclusions are as follows:(1)From the statistical analysis of the survey results,it is concluded that: the current level of human-land coordination concept literacy of high school students is still at the primary level,with insufficient awareness of human-land relationship,low concern for human-land relationship issues,and lack of ability to analyse and solve practical geographic problems based on the concept of human-land coordination;the current cultivation of human-land coordination concept of high school students still suffers from teachers’ shallow understanding of relevant theoretical knowledge,lack of attention to the cultivation of human-land coordination concept,There are still problems such as teachers’ lack of knowledge of relevant theories,lack of attention to the cultivation of the concept of human-geographical coordination,traditional and single-minded training methods,insufficient teaching cases and limited resources.(2)Drawing on the application of project-based learning in high school geography teaching,we analyse the formation process and the current situation of cultivating the concept of human-earth coordination,and propose strategies for cultivating the concept of human-earth coordination: under the principles of living,initiative and inquiry,we can follow the principles of "analyse the standard textbook to clarify the teaching content;explore the contextual material to determine the project theme;familiarise with the standard learning situation to set the teaching objectives;set the driving force to develop the teaching objectives.(2)The teaching design and implementation of the development of the concept of human-territory coordination can be carried out according to the steps of "analysing the textbook and defining the teaching content;exploring the contextual material and determining the project theme;familiarising oneself with the subject matter and the learning situation;formulating teaching objectives;setting driving questions and constructing the main line of human-territory;creating a project plan and clarifying the division of tasks;carrying out project activities;presenting the project results;teaching evaluation;and reflecting on teaching".(3)The practical research shows that the systematic design of teaching and learning for the cultivation of a coordinated view of people and places can help students to reconstruct their existing cognition and apply it independently,improve their scientific literacy and collaborative skills,cultivate core geographic literacy,and promote the cultivation of a coordinated view of people and places,and also provide some reference for the teaching design and implementation of front-line geography teachers in secondary schools.It also provides some reference for frontline geography teachers’ teaching design and implementation.