Research On The Design Of High School History Project-based Learning Based On Empirical Literacy Cultivation Of Historical Materials

Project-based learning has been introduced into China since the 1980 s and 1990 s,and domestic scholars have continuously studied it one after another.Now it is radiating new vitality.As a new teaching method suitable for the current curriculum reform trend,project-based learning attaches importance to the cultivation of the core literacy of subjects and meets the needs of individual development.And it is conducive to the transformation of the current teaching methods.The implementation of project-based learning in senior high school history teaching is conducive to changing the original teacher-centered infusion teaching method,giving full play to the main role of students,more conducive to students’ innovative mode of thinking,and conducive to the cultivation of students’ ability to explore and solve problems deeply.This article starts from six parts,and conducts theoretical and practical research on the application of project-based learning in middle school history teaching to fully cultivate the empirical literacy of historical materials.The introduction section provides a basic overview of the research background,research methods,and current research status of project based learning.The first part introduces the relevant concepts and theoretical basis of project based learning,as well as the value of project based learning in cultivating students’ empirical literacy in historical materials.The second part proposes specific teaching principles and implementation strategies for the application of project-based learning,focusing on teaching objectives and innovative teaching methods.The third part summarizes the implementation steps of project-based learning,and concludes that there are four steps to project-based learning in high school history: confirming the theme of the project curriculum;Pre class task assignments for students and teachers,such as pre class data collection for students,pre class lesson preparation for teachers,and supplement of teaching resources;Implementation plans for project teaching based on historical materials(such as creating curriculum teaching scenarios,designing problem chains based on curriculum,conducting group collaborative learning,and organizing group achievement presentations);Finally,carry out multiple evaluation of the project.These four project teaching links are closely linked,ensuring the smooth progress of project based learning,and implementing the goal of cultivating students’ empirical literacy in historical materials in each link.The fourth part uses project-based learning to cultivate historical material empirical literacy in high school history teaching.This paper uses the example of the ancient registered residence system and social governance of China in Lesson 17 of Selective Compulsory Course I-National System and Social Governance to make a detailed discussion.Of course,there are still shortcomings in the implementation process,so it also summarizes and reflects on it,so as to better feedback on project-based learning teaching,Improve the teaching process.This article has conducted a ground-based study on how project-based learning can cultivate students’ empirical literacy in historical materials.It has changed the traditional indoctrination teaching method,allowing students to conduct independent inquiry learning based on their existing knowledge,stimulating students’ interest in learning,and improving learning quality.Enable students to recognize and analyze historical materials in project based learning,exert the power of group cooperation,and fully conduct historical material learning,so as to achieve the goal of cultivating students’ empirical literacy in historical materials.