Course Design Of Study Travel For Tianshan Apply For The World Heritage Based On Project-based Study

Middle school geography emphasizes the cultivation of students' four core geographical qualities: regional cognition,comprehensive thinking,geographical practice and human-land coordination view.Compared with off-campus courses,it is difficult to realize the cultivation of students' geography practice ability.Studies travel is through collective travel,concentrated accommodation way of research learning and travel experience of outside education activities,is the innovative form of school education and outside education cohesion,for the cultivation of geographical practice provides a new way,to cultivate students' geographical core literacy,to carry out the fundamental goal of khalif ends.In recent years,with the promotion of national policies,the research on research travel has been continuously deepened.However,there are also some deficiencies in the development process of study travel.For example,the design of study and study courses still has the lack of patriotism and local characteristics.As a huge latitudinal mountain system in the temperate arid zone,Sinkiang Tianshan Mountains has formed a unique natural landscape surrounded by two major deserts,which is unique in the global mountain ecosystem types.On June 21,2013,Sinkiang Tianshan Mountains was listed as the World Natural Heritage Site and became the 44 th natural heritage site in China.Travel lessons for study Chen's design provides rich research resources and research routes.Based on the project-based study,the study travel plan of Tianshan Mountain for World Heritage List enables students to acquire knowledge,improve their ability,shape their character,understand the regional characteristics of Xinjiang,cultivate their feelings of the country and the country,and improve the core quality of geography.In addition,study travel is beneficial to change teachers' roles and promote their professional development,enrich education forms,combine on-campus education with after-campus education,enrich geography teaching methods and optimize geography teaching mode.Through literature research method,content analysis method and project teaching method,this paper takes project learning as the study course design mode,and takes constructionist theory,multiple intelligence theory,life education theory,naturalistic education theory and scenario teaching theory as the theoretical basis.This article is divided into five parts:In the first part,the paper first discusses the research background of Tianshan Heritage study travel course,expounds the research purpose and significance of this paper,introduces the study travel and project study and the research method of this paper.In the second part,it first introduces the relevant concepts,and introduces the theoretical basis of the Tianshan Heritage study travel course,including constructionist theory,multiple intelligent theory,life education theory and naturalistic education theory.In the third part,this paper constructs the Tianshan World Heritage Application study travel course model based on the project learning mode(PBL).It is divided into five parts,one is to prepare before class,the other is to create a research situation,mention Drive the problem.Third,group division of labor,scheme design.Fourth,we will solve problems and show our results.Fifth,the evaluation and summary,deepen the understanding.In project studies travel course,with students as the center,a or a series of driving questions,requires students to use multidisciplinary knowledge,through group cooperation and inquiry learning methods,and use a series of resources,solve the realistic problem,and show a final work,finally make an evaluation.The project-based learning model systemizes the study travel courses.The fourth part is based on project-based learning mode,constructionist theory,multiple intelligent theory,life education theory and nature In the socialist education theory,the Tianshan World Heritage application study travel course case is designed.In the fifth part,the conclusion is drawn,reflecting on the shortcomings in the design of Tianshan World,and puts forward the prospect.To sum up,this paper mainly draws the following conclusions: First,the project learning provides an effective teaching mode for the study travel course,and makes the study travel course more in line with the new curriculum concept.Secondly,study travel is helpful to realize the effective integration of local characteristics and national feelings.To understand the regional characteristics of Xinjiang and the Tianshan World Natural Heritage,students can improve their feelings of home and country on the basis of understanding the local characteristics.After recognizing the heritage value of Tianshan Mountains,it is important to form the sense of community and patriotism of the Chinese nation in Tianshan Mountains,Xinjiang,and to transform the moral understanding into moral behavior in the psychological structure of students,that is,as in How should students protect and hold world Heritage sites.