Action Research On The Application Of Project Learning In Geography Teaching In Senior High School

Under the background of a new round of curriculum reform,the cultivation of students' core literacy is emphasized.But in the actual high school geography classroom,there are still some problems,such as "teachers are the absolute authority of the classroom,students are tired of learning,and the class is dull" and so on.For high school geography,the new curriculum reform emphasizes the students' interest in learning,the close connection between their knowledge learning and life problems,and the practicality of knowledge learning.The project learning under the constructivism theory,through creating the actual problem situation for the students,enables the students to acquire the knowledge and the method to solve the problem in the process of solving the problem,so as to improve the students' interest in geography learning and the ability to solve the problem.therefore,It is very important to apply project learning to geography teaching.Firstly,the relevant literature of project learning is studied,and the connotation,characteristics and application of project learning are reviewed.Then,on the basis of the theory of project learning,this paper puts forward the teaching model applied in high school geography teaching,including project selection,project planning,disassembly project,research project,project achievement exchange and project evaluation.Then,using the methods of questionnaire,interview and so on,the teaching model of geography project learning is applied to this action research.Specifically,taking the students of Class 14 of Lingshi No.1 Middle School of Jinzhong City as the object,aiming at the contents sorted out by the literature before the action research,the author puts forward the hypothesis:(1)applying the project learning to geographyteaching,Can stimulate students' interest in learning geography;(2)applying project learning to geography teaching can improve students' problem solving ability.After that,the first round of teaching practice was carried out,and the main results were as follows: on the one hand,it changed the students' single way of learning and improved it.Students' interest in learning;on the other hand,improves students' ability to solve problems.At the same time,it has also found some problems in the application of project learning in the geography teaching of high school: the students' learning situation is not good,the course planning is not reasonable,the task is difficult to monitor under the course,the evaluation index of the project learning is not reasonable,etc.In view of the problems existing in the first round of teaching practice,the paper puts forward the improvement and the application of the second round of high school geography project learning teaching model.The result shows that the project learning is applied to the geography teaching of high school,and the previous hypothesis is verified,and the deficiency and reflection in the research are put forward after the completion of the second round of project learning and teaching practice.Finally,through the comprehensive analysis of the two phases of action research,it is concluded that:First,the application of project learning to geography teaching improves students' interest in learning geography,and tends to balance.Second,project learning is applied to geography teaching to improve students' problem solving ability.At the same time,the author also pointed out the influence of limited time and ability on the research,and put forward the prospect.