Pedagogical Research On Project-based Learning In High School History

At the end of 2017,the curriculum standards for ordinary senior high schools(2017 edition)was officially promulgated,which is a great event in the field of basic education in the context of the new era.As the "exit" of basic education teaching and the "entrance" of higher education teaching,high school education teaching plays an important role,which brings new opportunities and challenges to high school teachers.The core of the new curriculum standard lies in the cultivation of historical core accomplishment,which is the direction of our current history teaching efforts in the classroom.How to effectively cultivate students' historical core accomplishment in the classroom?It is necessary for teachers to strengthen the connection between knowledge and multi-level thinking through in-depth teaching,so as to improve the depth,breadth and thickness of the class,so as to improve students' understanding of historical knowledge,cultivate students' historical thinking ability and achieve the requirements of the core accomplishment of history.So how do teachers practice deep teaching in teaching?How do students conduct deep learning?In the latest study of learning,project-based learning is an effective way for shallow learning to go to deep learning.Project-based learning is teacher-led with students as the main body.Curriculum learning is treated as a series of project activities to find questions and answers in the project.In order to meet the requirements of the course,improve the skills of students.In recent years,domestic and foreign experts and scholars have conducted in-depth research on project-based learning and introduced it into various fields for feasibility analysis.,however,the authors refer to related documents found for project learning in senior high school history teaching research is few,only Shanghai,guangdong and other places in Beijing high school history teacher related experiment have been carried out on the course,but the lack of effective theory achievement,the author himself in for half a year's teaching practice,from xi'an,a high school history teacher also for related research project learning.According to the research results of predecessors,the author will try to introduce project-based learning into high school history teaching,and then form corresponding theoretical results in the research.Explore the path of item learning in high school history teaching so as to improve the efficiency of high school history teaching.The thesis project learning in high school history teaching research this subject,based on historical core accomplishment and the development trend of students'thinking ability,to constructivism,multiple intelligences theory,bruner's discovery learning and pragmatism learning theory as the foundation of research,literature research,observation,case analysis and so on research learning in high school history teaching strategy research.This paper is divided into five chapters to study and discuss the teaching research of project-based learning in high school history.In the first chapter,the introduction part will discuss the reasons for choosing this topic and the significance of the research.The second chapter will discuss the concept definition of project-based learning and the theoretical basis of project-based learning.Chapter three discusses the feasibility of introducing project-based learning into history teaching in senior high school.The fourth chapter discusses the theoretical construction of project-based learning in high school history teaching and the teaching practice research based on specific cases,so as to better meet the needs of today's high school history teaching and meet the requirements of the core literacy of history;Chapter five is a summary of the previous chapters.