Research On Project-based Teaching Of High School Histor

From the origin of pedagogy,the idea of project-based teaching comes from John Dewey’s pragmatism in the early 20th century.He explicitly advocated the teaching and learning model of"learning by doing".His disciple WilliamH.Kilpatrick further proposed the design teaching method,which was interpreted as Experiential Learning.Since the end of the 20th century,project-based teaching,as a learning revolution,has once again entered people’s field of vision,and more scholars have explained project-based teaching from multiple angles and deep levels.Project-based teaching is regarded as the pioneer of skill movement in the 21st century,which contains innovative ideas that traditional education can’t replace:it reshapes teachers’ roles,changing from lecturers and instructors to providers of learning resources and participants in learning activities;It pays attention to students’ interests,real original materials and situations;It promotes the innovation of evaluation methods and emphasizes the combination of performance evaluation and visual results.Since the eighth curriculum reform in 2001,the history curriculum and teaching in senior high schools have been adjusted timely and kept pace with the times.Especially in 2016,the basic education reform entered the "literacy era",and the new textbooks were put into use in 2019,which brought new challenges and development opportunities to the research and practice of middle school history teaching.Under the background of new era,new curriculum standard,new teaching materials and new college entrance examination,front-line teachers are actively exploring,starting from the student-centered,based on literacy cultivation,examining teaching from different perspectives of "teaching" and "learning",and integrating the concept of project-based teaching into classroom practice.According to a certain range of research,interviews and long-term practical exploration,we find that there are still some problems that need to be paid close attention to and solved in the current high school history project teaching,which are concentrated in three aspects:teachers,students and the overall teaching environment.From the teacher’s perspective,teachers’understanding of the concept and theoretical framework of project-based teaching is still shallow,and the deviation of their own role orientation is the main problem at present,which is manifested as follows:First,most teachers don’t know enough about the original meaning of project-based teaching,and their focus is too much on procedural operation,and they don’t understand the new curriculum standard,new teaching materials and new college entrance examination from the perspective of discipline theory,so it is difficult to implement project-based teaching;Second,the unclear positioning of their own roles,first of all,shows that they are too stubborn,they dare not let go of many problems that should guide students to explore,and they still retain the phenomena of arranged and cramming teaching that exist in the traditional teaching process.Secondly,at the other extreme,some teachers equate project-based teaching with pure student activity class,and let go completely,which encourages the blindness and randomness of students’ learning.From the perspective of students,the existing problems are mainly manifested in the lack of academic literacy and action ability.Most students are not ready for the necessary knowledge and skills when they enter the project,so they can’t support the research on the nature of the subject in the project.Due to the lack of opportunities for students to participate in project-based learning,there are also shortcomings in action,which are mainly manifested in the lack of teamwork ability,expression ability,inquiry and investigation ability.As far as the overall teaching environment is concerned,project-based teaching and subject teaching are still quite distinct.In order to meet the needs of curriculum reform,some schools have tried to adjust separately,such as continuing to adopt traditional teaching methods in the national curriculum,and arranging and implementing project-based teaching methods in school-based curriculum.On the surface,the school’s curriculum organization is rich,but in fact,students’ learning styles in the main learning fields have not changed.On the other hand,due to the lack of professional teachers’ guidance and correct attitude,the so-called project-based teaching always stays at the low-quality level.Based on the problem solving,on the basis of continuous theoretical exploration and team practice,we take five aspects in the process of high school history project teaching as the main line,namely,theme selection,driving question design,cognitive strategy application,homework reform,and whole-course evaluation,and take four curriculum elements,namely,curriculum objectives,curriculum content,curriculum implementation,and curriculum evaluation as auxiliary lines,to completely construct the theoretical system of high school history project teaching:based on curriculum standards,teaching materials and learning conditions,adhering to historical materialism.Guided by the big concept of history,teachers guide students to find the core knowledge,form the essential problem of the discipline,and then turn it into a real and meaningful driving topic.Based on the topic,they carry out continuous inquiry.In the process of inquiry,they always run through the concept of time and space,contain the ways and methods of historical evidence,use high-order cognitive strategies to explain history,cultivate the feelings of home and country and humanistic spirit,and finally form visual learning results accompanied by continuous process and performance evaluation.The specific operation links can be summarized as follows:around the core knowledge,determine the project theme;Based on the students,forming driving problems;Optimize cognitive strategies based on curriculum standards;Highlight the learning value and reconstruct the project operation;Clarify the goal of educating people and evaluate it throughout the whole process.From concrete to abstract,and then from abstract to concrete,the research shows the basic practice of project-based teaching with three typical cases:problem-based project-based teaching,resource-generated project-based teaching and self-created project-based teaching.Based on"History Curriculum Standard of Ordinary Senior High School(2017 Edition)" and "Core Literacy of Chinese Students’ Development",and based on long-term classroom experiments,practice and observation,we have condensed several aspects that are highly related to history curriculum of ordinary senior high school,focusing on five aspects:improving the speculative ability of deep learning,infiltrating the feelings of home and country driven by emotion,caring for life education that embodies humanistic spirit,cultivating the cooperative ability of cooperative inquiry,and lifelong learning guidance for interest development.Through teaching experiments and a large number of classroom observations,the ideas and methods of the proposed project-based teaching of history in senior high school have been effectively demonstrated in the course implementation,which has changed the traditional teaching thinking mode of teachers to a certain extent,and improved the students’ awareness of inquiry and ability of comprehensive application of knowledge.By selecting experimental schools,we have continuously carried out research,deepening and popularization,and explored a road of practical innovation that not only conforms to the principles of educational theory,but also to the laws of teaching reality.Project-based teaching is a two-way parallel,which is based on the mastery of core knowledge in subject curriculum standards and the cultivation of subject core literacy,and also takes care of the development of interdisciplinary comprehensive literacy such as social participation,independent development and humanistic foundation.This orientation integrates knowledge and literacy,disciplines and students,learning and interpersonal relationships,and is conducive to the improvement of students’ overall quality.The values,methodology and teaching design paradigm it contains can also be used as a reference for practical teaching.