Research On Instructional Design Of Project-based Learning Of Geography In Senior High School Under STSE

The development of students’ core quality is the top priority of education reform.Meanwhile,STSE(short for Science,Technology,Society and Environment)education is playing an increasingly prominent role in the cultivation of citizens’ quality.Project-based learning is committed to cultivating students’ ability of self-construction and cooperative inquiry.In order to better adapt to the new curriculum reform trend of high school geography and respond to the needs of training compound talents,it is particularly important to strengthen the teaching design research of high school geography project-based learning under the concept of STSE education.Centering on geography teaching in high school,this study made a preliminary exploration on how to implement project-based learning in geography teaching in high school under the concept of STSE education with the help of the model of project-based learning.First of all,this study sorted out relevant literature and materials to understand the research status of STSE education and project-based learning at home and abroad.On this basis,the concept of STSE education and project-based learning was defined,and the research was carried out under the theoretical guidance of constructivism theory,pragmatism theory,multiple intelligences theory and discovery learning theory.Then,questionnaire survey and interview method are used to investigate the implementation status of project-based geography learning in high school under the STSE education concept.The survey results show that teachers support project-based learning,but their professional quality is insufficient.The basis of students’ learning situation is different and the purpose of implementation is not clear;School support is insufficient,and relevant teaching training is less.According to the characteristics of high school geography and the theoretical cognition of project-based learning,this study constructs and expounds the design structure and implementation process of project-based learning in high school geography under the concept of STSE education.On this basis,combined with the educational practice content of high school geography subject STSE and the actual environment of students’ learning,we selected Population Migration as the project theme to develop the teaching design of project-based learning.Five experts were invited to evaluate the feasibility and scientific nature of the teaching design,and the teaching design was improved according to the suggestions of the experts.Subsequently,he carried out teaching practice in a middle school in Liuzhou City.Finally,through the analysis of the results of students’ learning performance test,students’ interviews and teachers’ feedback after teaching practice,it is shown that: first,project-based learning is feasible in high school geography teaching;Second,project-based learning is conducive to cultivating students’ comprehensive ability.It can be seen from the results of students’ academic performance test that geography project-based learning can improve students’ geographical performance and has a great influence on students with poor foundation.In addition,in the process of project exploration,students’ level of inquiry,literacy and understanding of the relationship between science,technology,society and environment have been improved to varying degrees.Thirdly,project-based learning is at an exploratory stage in high school geography teaching.Based on the investigation and analysis of this study,the author puts forward the countermeasures of the instructional design of project-based learning in geography,which makes the instructional design more in line with the requirements of project-based learning,and also helps to realize the penetration and application of project-based learning in geography teaching.