Study On Chinese Project-based Learning In Junior Middle School

Since the project-based learning autobiography entered our country,we have actively explored in all stages and disciplines in order to promote the transformation of students’ learning style,learning thinking and so on,and to enhance students’ core accomplishment.Because project-based learning emphasizes situational,practical and comprehensive learning,and coincides with the characteristics of Chinese learning,Chinese project-based learning in junior middle school has gradually carried out practical research in recent years.The purpose of this paper is to analyze the practical cases of Chinese project-based learning in junior middle school,to explore the basic connotation and practical form of Chinese project-based learning in junior middle school,and to promote the better design and implementation of Chinese project-based learning in junior middle school.Through collecting,sorting out and analyzing the practical cases of junior middle school Chinese project-based learning,it is found that junior middle school Chinese project-based learning has developed the advantages of project-based learning in practice: paying more attention to the main position of students,being able to flexibly grasp the overall concept of project-based learning,and practicing the existing value of project evaluation.At the same time,in the practice of Chinese project-based learning in junior middle school,it has gradually got rid of the inherent pattern of project-based learning,firmly grasped the characteristics of Chinese subject,and carried out various forms of project activities.However,in further analysis of the practical process of junior middle school Chinese project-based learning,we can find that there are still some shortcomings in the practice of junior middle school Chinese project-based learning,such as the lack of holistic situation creation,the lack of necessary learning guidance,Lack of perfect project evaluation,project design,etc.Based on this,combined with the development needs of contemporary students and the concept of in-depth learning,this paper systematically studies the Chinese project-based learning of junior middle school.First of all,this paper summarizes the previous research results in project-based learning,distinguishes the connotation of project-based learning,and further clarifies the significance of Chinese project-based learning in junior middle school.Secondly,it defines the concept and connotation of Chinese project-based learning in junior middle school,that is,in the learning situation under the guidance of a specific theme,taking the problem solving related to Chinese as the center,completing the project task through the way of autonomous,cooperative and inquiry learning,producing the project works,and finally constructing the Chinese knowledge system.And can transfer the application process in the future.This paper summarizes the four forms of Chinese project-based learning in junior middle school: Chinese situational project-based learning,Chinese comprehensive project-based learning,Chinese researching project-based learning,Chinese study-travelling project-based learning.Thirdly,combined with the analysis of the practical cases of junior middle school Chinese project-based learning,this paper summarizes the existing experience and shortcomings of junior middle school Chinese project-based learning in practice,and puts forward some countermeasures from the aspects of early preparation,project design,project implementation,project evaluation,etc.Finally,on this basis,starting from the compilation of junior middle school Chinese teaching materials,combined with the relevant requirements of national education and teaching documents and students’ learning and life reality,this paper puts forward four new schemes of junior middle school Chinese project-based learning under different practice patterns.The project design of junior middle school Chinese project-based learning mainly includes project-based learning theme,project-based learning goal analysis,project-based learning preparation,project-based learning context,project-based learning process and project evaluation.It is hoped that this will provide new ideas for teachers to carry out junior middle school Chinese project-based learning,promote the better practice and development of junior middle school Chinese project-based learning,and continue to move towards deep learning.