Research On Project-based Study Travel Design From The Perspective Of Geographical Practice Cultivation

In the context of comprehensive deepening of curriculum reform,urgent implementation of geographical practical ability cultivation,rapid promotion of study travel,and deep integration of project-based learning into the teaching field,Project-based study travel could update talent cultivation concepts,enrich geographical teaching strategies,which is conducive to implement the cultivation of geographical practical ability.Domestic and international research shows that great importance is attached to the cultivation of geographical practical ability and theoretical research on project-based learning and study travel design is relatively mature.However,it is rare to combine the commonalities and connections of project-based learning and study travel to design and carry out study travel from the perspective of geographical practical ability cultivation.This article defines project-based study travel as theme activities those are student-centered and group cooperation to solve complex and challenging problems and tasks.Based on the geography curriculum standards,students independently determine themes based on their life experiences and existing knowledge,create interest oriented study groups,develop research plans,implement activity plans,make models,and exchange results.Teachers play the role of leaders and managers in this process,guiding students to determine project themes and implement project activities.Based on the results of the teacher-student survey questionnaire and the current status of study travel,this article proposes the design principles of project-based study travel,including the following four points: 1.The project theme is based on students’ interests and draws on real life;2.The project activities highlight the dominant position of students and independently construct knowledge;3.Construct realistic and challenging problem situations;4.Design project objectives and evaluation standards with curriculum standards as the core.Project implementation is divided into project startup stage,project implementation stage,project demonstration stage,and project evaluation stage.And each stage includes many key links.Guided by the principles of project-based study travel design,this article divides the operating steps of project-based study travel into four stages: project initiation,project implementation,project presentation and project evaluation.Each stage includes several key links and core content,with a focus on geographical practical ability cultivation from different perspectives.The project initiation stage includes key links such as determining the project theme,designing driving issues,determining course objectives,activity schedule,activity evaluation form,and evaluating students,with a focus on cultivating students’ ability to ask questions and develop activity plans.During the project implementation stage,emphasis is placed on cultivating students’ mathematical logic,communication and collaboration thinking awareness.Students will learn to use information technology and geographic tools to collect data,analyze and solve problems.Students reserve phased documents during the project process and conduct periodic summaries to flexibly adjust the pace and content of project-based study travel.During the project presentation stage,students report on the project through various means such as model production,text description,and multimedia,with a focus on cultivating students’ ability to report and communicate.The project evaluation stage strengthens students’ introspection and reflection through process evaluation and comprehensive evaluation,highlighting psychological and behavioral changes such as correcting errors and reconstructing knowledge."Walking on the You yang River" the project-based study travel provides a teaching case reference for middle school geography teachers to apply project-based research travel.In the start-up stage of the project-based study travel,with the reference of geography curriculum standards and under the guidance of teachers,the learning group members jointly determine the topic selection,develop curriculum objectives,design driving issues,develop activity schedules,and comprehensive evaluation tables.During the implementation phase of the project-based study travel,students enter real situations to discover and solve problems,thereby cultivating their practical abilities in geography.However,due to course time is tight,limited content in geographical disciplines,and numerous learning groups,it is necessary to strengthen interdisciplinary cooperation in the later stage,propose more challenging driving issues,develop more detailed activity plans,and enrich the display forms of project-based research activities.