| In autumn 2019,the unified version of the high school ideology and politics textbook began to be put into use in classrooms in some provinces and cities such as Beijing and Shanghai,with other provinces following in succession.To make good use of this new national textbook,which has been unified,reviewed and used,it is necessary to carefully understand the new textbook as well as the concept of writing the new standards,grasp the characteristics of the new textbook,and effectively promote the teaching reform of senior secondary ideology and politics with the help of scientific and efficient teaching methods.As we enter the 21 st century,education has officially moved from the 3.0 period of the globalisation era to the 4.0 period of the innovative society era.With the introduction of 21 st century skills goals and core literacies,the global education model is constantly being turned upside down and undergoing significant changes.Project-based learning is widely used internationally because it requires learners to be able to solve poorly structured problems in complex real-world contexts and to develop core skills such as creative thinking,problem awareness and collaborative communication.In contrast,the use of project-based learning in China is now commonly used in higher education fields such as medicine and science and technology,but not yet in the humanities and social sciences,especially in the junior and senior secondary levels.This paper uses the General High School Ideology and Politics Curriculum Standards(revised in 2020)as a guide to study the application of project-based learning in the new unified version of the textbook "Comprehensive Inquiry",in order to provide a reference for the effective implementation of "Comprehensive Inquiry" teaching in high school ideology and politics classes.In this study,the following research has been conducted.To this end,this study focuses on the following:In the introductory section,firstly,the origins of this study are explained from the perspectives of policy background,educational development and practice.Secondly,the concepts involved in the study are defined in terms of existing theoretical results,and then the literature related to the concepts is systematically reviewed,and the current status of the relevant research in this paper is briefly described.Finally,the purpose and significance of the study and the key points of the study are clarified,and the overall research idea of the paper is formulated in the light of the research methodology selected for the study.The main part of the paper begins with an analysis of the concepts of"project-based learning" and "integrated inquiry",a framework analysis of the project-based learning theory,an analysis of the feasibility of combining it with the"integrated inquiry" teaching in high school ideology and politics classes,and an analysis of the feasibility of combining it with the "integrated inquiry" teaching in high school ideology and politics classes."The theoretical basis for the construction of the teaching process model is provided.Secondly,the step-by-step process of project-based learning applied to "integrated inquiry" is analysed on the basis of designing research tools,research processes and formulating detailed action plans.Again,on the basis of the preliminary theoretical construction and action plan,two rounds of action research are carried out around teaching practice,collecting action data,forming process records,analysing research results,and analysing and comparing pre-and post-test data at the end of the action to provide information and data support for action research summaries and reflections.Finally,through the comparative analysis of pre-and post-test data and the results of the two rounds of action research,conclusions are drawn and the effects of the research are summarized,as well as the challenges and suggestions for the implementation of project-based learning in the application of "integrated inquiry" in senior secondary ideology and politics classes. |
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