Theme Design And Practice Of Interdisciplinary Project-Based Curriculum Modules

"The core quality of Chinese students’ development" takes "all-round development person" as the core.However,most primary and secondary schools still train students by traditional teaching and discipline separation,which is easy to produce practical problems of derailment between theory and society and difficult to develop students’ comprehensive quality.Interdisciplinary project-based learning is a learning mode in which students conduct in-depth and continuous exploration of interdisciplinary driving problems in real situations,mobilize all knowledge and skills to creatively solve problems,and have a deep understanding of core knowledge in the process of completing activities,and can be transferred and applied to new situations.However,due to the lack of clear design path guidance and implementation of teaching experience,the design and implementation of interdisciplinary project-based curriculum module theme is still a great challenge for most front-line teachers in China.In order to explore and practice this path,taking 3D Modeling Lunar Base as an example,this paper focuses on how to effectively construct the theme design and implementation path of interdisciplinary project-based curriculum modules,and studies the following contents:(1)How to construct the technical route of interdisciplinary project-based curriculum module theme design and carry out interdisciplinary project-based teaching of modular themes?(2)How to feedback and optimize the theme design and implementation of interdisciplinary project-based curriculum modules?(3)What are the effects of the theme design and implementation of interdisciplinary project-style course modules?(4)Summarize the experience and lessons of theme design and implementation of interdisciplinary project-style curriculum modules,and put forward relevant suggestions.In view of the above research content,this paper mainly adopts literature analysis,classroom observation and investigation.Firstly,the research status of project-based and interdisciplinary project-based learning abroad is combed and analyzed,including the connotation,teaching mode,application and evaluation research of project-based and interdisciplinary project-based teaching.Secondly,based on the objective model,the thesis combines the variation of the objective model of the situational analysis model and the ADDIE model,that is,the thesis mainly designs the subject of the interdisciplinary project-based curriculum module from the aspects of the selection of objectives,the formulation of evaluation,the selection and organization of learning experience,the implementation and feedback.Through practice and research,the following conclusions and enlightenments are obtained: In the process of practice,feedback is carried out by analyzing students’ works,investigating students’ ability and literacy cultivation,self-reflection,teacher interview and student interview,etc.,and it is found that:(1)The theme design of interdisciplinary project-style course modules is feasible and effective.Interdisciplinary project-style classroom is highly recognized by students and can stimulate students’ interest in learning;(2)Interdisciplinary project-style course module theme design and teaching can improve students’ design thinking,interdisciplinary thinking,cooperative consciousness,creative ability and problem solving ability.Then,on the basis of the feedback,the course optimization is carried out,hoping to solve the problems existing in the theme design of the course module.Finally,in order to better design and implement interdisciplinary project-based teaching,some suggestions for the theme design of interdisciplinary project-based curriculum modules are as follows:(1)to determine the theme and objectives;(2)Develop appropriate evaluation methods;(3)The selection and organization of learning experience.In addition,in the interdisciplinary project-based teaching,teachers should choose the appropriate teaching mode;In the teaching process,teachers should play the role of guides and assistants,and stimulate students’ interest in learning by creating situations,so as to guide students to carry out deep learning.Teachers should pay attention to the cultivation of students’ interdisciplinary thinking,cooperative consciousness and problem-solving ability.