The Use Of Project Learning In Human Geography Teaching In Senior High School

Since the 21 st century,we have paid more and more attention to individual students and students' life world in education.However,the teaching mode under exam-oriented education ignores the subjective status of students and does not conform to the current educational philosophy.Based on this situation,the education community has launched exploration and reform of the teaching model,hoping to find a suitable model to implement this educational concept.In the constant exploration,the project learning has entered the vision of educators,and in recent years has quickly attracted widespread attention from domestic scholars and teachers.Project learning emphasizes that students can enter the world of life research and research.Teamwork completes the collection of data and the transformation of knowledge.It is presented in the form of project works,which fully reflects the students' sense of "ownership" in the teaching process.In June2017,Prof.Peiying Lin from Capital Normal University exchanged the advantages and influence on students of project learning with the first-line teachers in the Human Education Edition Primary and Secondary School Teaching Materials Training Association(high school geography).It emphasizes the advantages to cultivate students' geographical core literacy and advocates teachers to choose this model according to the actual teaching content.Through the analysis of the three compulsory textbooks of the high school people's education edition,the author finds that the humanities geography part is more suitable for the project learning requirements,and is more suitable for teaching with this teaching mode.According to this feature,I start exploring in the application of project learning in high school humanities geography teaching.The full text is divided into five parts.The first part introduces the background of selected project learning as the research object,sorts out the research status of project learning at home and abroad,discusses the significance of the research and points out the main research methods of the article.The second part elaborates the concept of project learning and its theoretical basis.Through the analysis of the definitions of different scholars,it forms its own understanding and summarizes theprocess of project learning.The third and fourth parts are the key parts of the article.The third part first analyzes the necessity of applying the project learning to the high school humanities geography teaching.Secondly,it proposes the application process design.On this basis,two actual teaching activities are carried out.Finally,The data of the questionnaire is used to analyze the changes of the students before and after the project learning,and summing-up the application effects.The fourth part summarizes the problems existing in the application process according to the actual teaching and the answers to the relevant questions in the questionnaire,and gives the ways to solving the problems.The fifth part summarizes the research.Through the actual teaching,the project learning can better highlight the students' subject status,enhance the cooperation awareness,improve students' interest in learning,and promote many aspects.Then pointed out the innovation of the article,reflected on the deficiencies,and hoped to continue to optimize in the future teaching to provide more and better teaching cases.