Research On The Cultivation Of Geographical Practical Ability Based On Project-based Learning

With the continuous development of society,the society needs talents with independent learning and cooperation ability.In the process of cultivating talents,schools should pay attention to the cultivation of students’ learning attitude and problem awareness,so that students can have the ability to solve problems in life to adapt to the development of society.Geographical practical ability plays a key role in the cultivation of these abilities,and is an indispensable core quality of students.The traditional teaching methods can’t well implement the cultivation of geographical practical ability,many scholars began to look for new teaching methods in line with the new era of education and teaching in order to better cultivate students’ geographical practical ability.Project-based learning focuses on the exploration of a certain topic,implements the cultivation of students’ geographical knowledge and practical ability in the process,and pays more attention to students’ process performance and ability display in the teaching process,which has been applied to many disciplines by many scholars at home and abroad.Based on the project-based learning,this study carries out the research on the cultivation of geographical practical ability.The main research contents are as follows:(1)Through interviews and questionnaires,this paper makes a systematic investigation on the understanding and use of the current senior high school students’ geographical project-based learning,from the students’ attitude towards the curriculum activities;the students’ understanding and involvement of the project-based learning;the students’ participation in project-based learning At the same time,through the communication with experienced teachers,there are some problems in the current geographical project-based learning.(2)This paper designs a project-based learning framework for senior high school students’ geographical practical ability training,and provides a framework reference for teachers to design geographical project-based learning teaching cases.Based on the inquiry activities in senior high school geography compulsory textbooks of Hunan Education Press,this paper analyzes and explains,so as to make the inquiry activities pay more attention to students’ life and provide case materials for project-based learning,so as to improve students’ geographical practical ability.This paper interprets the level division of geographical practical ability in the curriculum standard in detail,and refines the geographical practical ability from three dimensions of geographical knowledge,communication and cooperation,and personality.(3)According to the principles of science,geography and operability,project-based learning evaluation scale is designed to form students’ mutual evaluation scale and teachers’ evaluation scale.Finally,according to the learning situation of senior high school students in Hangzhou,this paper selects Hangzhou housing location which is closely related to students’ real life and suitable for students to explore,designs geographical project-based learning cases,and provides reference for teachers.The main conclusions are as follows:(1)Through the questionnaire survey and interviews,the attitude of the students to project-based learning of geography is still very positive,hoping to carry out a rich form of project-based learning of geography,but there are some problems,such as the topic selection is not close to the reality of the students,the time-consuming is too long and the evaluation is not systematic enough,and due to the objective factors,such as lack of teachers’ own ability,teaching progress,safety and so on.The geographical project-based learning is not well carried out in high school.(2)This paper analyzes the inquiry activities in the compulsory geography teaching materials of Hunan Education Press,and obtains the activity content analysis table of the compulsory geography teaching materials of Hunan Education Press,so as to provide reference for the follow-up project-based learning.At the same time,from the perspective of geographical knowledge,communication and cooperation,and character and will,this paper refines the geographical practical ability,divides the geographical practical ability level of project-based learning into five levels,and obtains the list of geographical practical ability level of project-based learning.Based on the five levels,combined with the requirements of curriculum standards and projectbased learning,this paper designs the evaluation scale,and designs the students’ mutual evaluation table and teachers’ evaluation table.This paper expounds the process of geographical project-based learning,and finally forms the strategy of project-based learning framework for the cultivation of geographical practical ability.(3)According to the framework,this paper designs a geographical project-based learning case of housing location selection in Hangzhou.Students show and present the results through geographic information tools,and discuss the reasons for selection among groups,so as to provide reference for teachers who carry out geographical project-based learning in the later stage.