Research On Project-based Teaching Mode Of Geography Based On Learning Community

With the rapid development of the Internet and artificial intelligence,it has become a direct demand of all countries to explore suitable teaching methods and build a new relationship between teachers and students to meet the needs of innovative personnel training in the era of talent competition.And the advantages of project-based learning with the characteristics of deep learning in cultivating students’ innovation ability are widely recognized.In China,people are more and more aware of the deficiency of traditional exam-oriented education in cultivating students’ innovation ability,so they promote a new round of college entrance examination reform and put forward the appeal of core quality to meet the demand of innovative talent training in China.During this period,project-based learning once again attracted extensive attention from domestic scholars and accumulated abundant new achievements in the localization process.However,the current research generally ignores the relationship between groups in project-based learning.Based on this,this paper introduces the concept of learning community into project-based learning,and puts forward the teaching mode of constructing geographic project-based learning community.Firstly,this paper redefines the differences and connections among project-based learning,project-based learning community and geographic project-based learning community.Secondly,it combs the relationships among the groups in project-based learning from the formation of project-based learning community and internal soft relations.Then,from the perspective of geography,it constructs the teaching mode of project-based learning community.The model has three elements,two levels and one core,and it also has the basic characteristics of multi-level relationship between teachers and students,multi subjectivity of learners,openness of learning process,theme of learning content,openness of learning environment and change of learning situation.This model is based on the core quality of geography,with the geographical project as the activity center,with the comprehensive evaluation as the means,with the geographical project learning community as the carrier,trying to make up for the lack of neglecting the internal relationship of the group in the traditional project-based teaching model.In this paper,the model is empirically tested in middle school,and the teaching effect is analyzed in many aspects by using evaluation scale,students’ three test results,students’ questionnaire survey,teachers’ interview and personal observation.It is found that the teaching mode can not only promote the healthy development of the relationship between teachers and students,but also promote the formation of teachers’ own educational ideas and feelings.At the same time,the teaching mode can improve students’ understanding of regional culture,enhance the learning interest and self-confidence of students in the class with weak learning foundation,and improve the overall performance of students in the class with similar learning foundation to a certain extent,which has certain advantages in the teaching of the same content.