A Study Of Teaching Strategies For Developing Earth Science Literacy In High School Based On Project-based Learning

Since the new century,the role of project-based learning theory in science education has received attention,and the nurturing value of study tours has become increasingly prominent.Meanwhile,earth science knowledge,as an important component of high school geography teaching,is rapidly gaining attention from high school geography teachers with the implementation of the 2017 version of the new curriculum standards and the National Earth Science Olympiad for secondary school students.Based on project-based learning theory,carrying out research and study activities oriented to the cultivation of high school students’ earth science literacy can not only cultivate students’ earth science literacy,but also enhance high school students’ geography core literacy level by doing so.However,the lack of teaching theories and cases has become a bottleneck in the teaching of high school earth science literacy.In order to break the current dilemma of high school earth science literacy cultivation teaching,with the help of literature analysis,this study further clarifies the development of project-based learning theory,summarizes its nurturing value based on the cases at home and abroad;sorts out the evolution process of study tour activities,analyzes the main problems of current study tour activities with existing cases,and thus verifies the important role of project-based learning in study tours;compares the measures and research progress of earth science literacy cultivation at home and abroad,and clarifies the weak reality of earth science education in domestic secondary schools.On the basis of literature research,this study defines the three core concepts of project-based study tours,earth science literacy and geographic core literacy,analyzes the values and goals of earth science literacy cultivation for secondary school students,and proposes that project-based study tours are the necessary path for earth science literacy cultivation.In order to develop a project-based research teaching strategy for the cultivation of senior high school geoscience literacy,this study used the geoscience literacy assessment tool of senior high school students by Dr.Zhou Weiguo of East China Normal University and a self-designed questionnaire to carry out relevant research,and found the following problems: First,there are gender differences in senior high school students’ geoscience literacy;Second,senior high school students generally lack the spirit of questioning earth science,and their utilitarian learning attitude leads to the fact that earth science learning only stays at the level of interest;Third,although senior high school students are very interested in geoscience research activities,the activities are limited by security risks and lack of extracurricular time,research topics are limited by research resources,research curriculum design is limited by teachers’ level and effectiveness evaluation,which leads to the unsystematic development of research activities and limits the research results.In view of the current teaching situation of geoscience literacy training in senior high school,relying on constructivism theory,project-based learning theory,and the theory of the nearest development zone,this research proposes seven project based research strategies in three stages: project preparation,project practice,and project summary and evaluation: first,design research themes based on the core concepts involved in cognitive conflict;Second,establish a project team with clear division of labor;Third,attach importance to training students’ ability of data induction;Fourth,according to the cognitive characteristics of students,the research objectives are decomposed into project(problem)chains;Fifthly,formulate the objectives and plans of group research and study,find the right research point,and improve the efficiency of research activities;Sixth,attach importance to the management and guidance of the research site;Seventh,pay attention to the arrangement and application of project based research resources.Finally,the whole process evaluation strategy is constructed to improve the effectiveness of project-based research activities.Based on the above project based research strategy,this study designed a case of project based research activities of Songshan Geological Movement,and put forward some specific suggestions for front-line teachers in combination with the actual research.The case not only proves the rationality and feasibility of the "three levels and seven items" project research strategy,but also provides reference experience for front-line teachers to carry out project research activities oriented to the cultivation of geoscience literacy.