Research On The Development Of PBL Research Course In Junior Middle School Geography From The Perspective Of Experiential Learning

Research travel is the hot spot of quality-oriented education in our country.Pushed by the national policy and the efforts of all parties,research travel of primary and secondary schools is developing in full swing and constantly developing in the direction of standardization,curriculum and excellence.Along with the deepening of teaching reform,quality education has become the core concept of school education in our country.It is emphasized that the people are the first,pay attention to the development of students,and emphasize the cultivation of students’practical ability.Research is one of the important ways to realize the goal.But at present,there are still some phenomena of "swimming without learning" in the process of research,and the subjectivity and inquiry are weakened.Experiential learning believes that learning is the process of creating knowledge based on the transformation of experience.It pays attention to the continuous experience of scholars in the situation and the interaction between individuals and situations.PBL teaching method emphasizes students as the main body and focuses on problem-oriented,both of which are consistent with the subjectivity,inquiry and practice of research travel.Therefore,this study combines experiential learning theory and PBL teaching to explore geography research travel.The details are as follows.First,construct the teaching mode of geography research course based on experiential learning and PBL.Through literature and theoretical analysis,this paper analyzes the relationship between experience-PBL teaching and geography research travel practice on the basis of expounding the relevant theories of experiential learning,PBL mode and geography research travel course:experience-PBL mode is an effective way to realize geography research travel course.The educational concept advocated by the experience-PBL model is highly consistent with the goal of geographical research;the experience-PBL model can better achieve the curriculum objectives of the geography research course.Based on the relationship between experience-PBL mode and geography research course,this paper tries to construct experience-PBL research mode.The experience-PBL research model divides the research process into three stages:before,during and after.Before the implementation of the research activities,the implementation objects are selected based on the theoretical basis,and the students in the school section are analyzed.After analyzing and interpreting the curriculum standards of the school section,the appropriate cases are selected to set the research objectives.In the process of research and implementation,problems are set after creating situations to guide students to enter the four links of experiential learning,that is,to complete the inquiry tasks of different links.After the end of the research course,the process evaluation is carried out by using the four-dimensional scale of experiential learning,and the comprehensive evaluation is formed by combining the result evaluation such as display and report.Second,investigate the current situation of geography PBL research practice based on experiential learning.Through the issuance of questionnaires,the students in the first and second grades of junior high school were investigated from the aspects of students’ enthusiasm for learning geography courses,their willingness to participate in geography research courses,the implementation status of geography research courses,the perception and willingness of experience-PBL teaching mode applied to research travel,and the evaluation of geography research courses.The survey results show that students have a strong interest in participating in geography research courses,and natural landscapes are the most popular;students have objective needs for learning geography knowledge through experience and practice;students have high recognition and strong willingness to participate in the experience-PBL geography research course;after the completion of the course,students have a higher acceptance of process evaluation.It can be seen that the experience-PBL research model is suitable for the needs of junior high school students’ learning and development,and the feasibility and necessity are significant.Third,design experience-PBL geography research course teaching case and supporting evaluation.Through the construction of experiential PBL teaching mode,with specific research activities as the carrier,Baiyun Mountain in Guangzhou as the research site,combined with the 2022 edition of "Geography Curriculum Standards for Compulsory Education," the design theme is"Walk into Yunshan-Feel the beauty of the unity of heaven and man"comprehensive geography research travel practice teaching case.The case focuses on three research topics:’How to use geographical tools’How to understand the natural environment of your hometown ’and ’How to protect and utilize geographical resources’.This course takes group as a unit to carry out inquiry learning,combines the design of problem-based teaching activities with the four links of concrete experience,reflective observation,abstract generalization and active inspection in experiential learning theory,and evaluates them according to the above links.To sum up,the experience-PBL course attaches importance to the dialectical unity of experience and experience,and pays attention to the knowledge from specific experience after abstract generalization to generate knowledge that students actively master.This Baiyun Mountain research allows students to rely on the specific situation in which they are located,independently acquire knowledge,discover problems,explore problems,use practice to cultivate research experience and skills,help students combine theoretical knowledge with research travel experience,in order to provide reference for middle school students’ research practice.