A Survey Of High School Students’ Geographical Place-based Education Environment Preference

The new round of general high school geography curriculum standards put forward a new demand for learning environment,that is,students can solve real problems in real situations,which is similar to the concept of field learning.Therefore,geography teachers can apply place-based education to geography teaching and construct a geographical place-based education environment.Previous studies on learning environment have found that students can achieve the best learning effect when their actual learning environment and learning environment preference are similar,and differences in teaching environment and teaching philosophy between urban and rural areas will affect students’ learning environment preference.Therefore,in order to build a geographical place-based education environment conducive to improving learning effect,it is necessary to investigate the preferences of students in different regions.On the basis of the Place-Based Learning and Constructivist Environment Survey（PLACES）proposed by Zandvliet,combined with the general characteristics of the constructivism geographical place-based education environment and expert advice,a preliminary measurement tool was developed.Combined with the test data,the project analysis,reliability and validity of the quality of the final construction of high school students geographical place-based education environment preference scale.A total of 1052 students from four urban high schools and three rural high schools in Hunan province were investigated by using the scale,and the preferences and differences of geographical learning environment between urban and rural high school students were obtained.The causes of preferences and differences were analyzed according to the interviews of four front-line geography teachers in the sample schools.Finally,based on the survey results,some suggestions on the design of geographical place-based education environment are put forward.The results show that :（1）High school students all like to study geography in the place-based education environment,but the preference degree of rural high school students is lower than that of urban high school students;（2）Urban and rural high school students like the same geographical place-based education environment,they prefer to solve the actual geographical problems in the local real geographical environment and hope to learn other subjects while learning geography;（3）Both urban and rural high school students do not want to have too many learning evaluation links in the process of geographical place-based education,nor do they want teachers to appear in the geographical place-based education environment as co-learners and providers of learning resources.Based on this,this study puts forward the following suggestions for the design of geographical place-based education environment: reform the teaching mode,strengthen the attention to "place-based education";Based on the real environment,students’ learning activities are not limited to the classroom and school,but to go out of the school wall into the community;Carry out interdisciplinary learning to train students’ ability to integrate knowledge of various disciplines to solve real problems;Improve the learning evaluation process,from the evaluation subject,evaluation content,evaluation results of the presentation of diversified evaluation activities;Change the role orientation of teachers and make students gradually accept the role orientation of teachers as co-learners and learning resource providers in the process of gradual transformation.