The Applied Research Of Project Based Learning In History Teaching In Senior High School

With the continuous advancement of the reform of the basic education curriculum,more and more attention has been paid to cultivating students’ core literacy and promoting the all-round development of individual students,which requires continuous injection of new ideas into China’s education cause and the transformation of teachers’ teaching methods and students’ learning styles.The development of project learning is not only in line with the development trend of the times but also in line with the requirements of the new curriculum reform,which emphasizes the concept and principle of the discipline as the core,solves one or a series of challenging problems originating from the real world through group cooperation,and in this process,plans and implements the project tasks in an orderly manner,and finally produces the project results,so that students gradually acquire the skills and core qualities necessary for lifelong development.Therefore,this paper first understands the current research status of project learning and defines the relevant concept theories by combing a large number of relevant literature,and then investigates and studies the application of project learning in high school history teaching by interviewing front-line high school history teachers and distributing questionnaires to students,and understands that there are the following main problems in the current high school history project learning: teachers lack scientific understanding of project learning;the choice of project themes is more difficult;the evaluation method is relatively single;and students have few ways to obtain learning resources Self-directed learning ability needs to be improved urgently;lack of deep understanding of historical knowledge.The following improvement strategies are proposed for the main problems: comprehensive implementation and guarantee of project learning;selection of project themes based on real situations;in-depth exploration led by driving problems;reasonable formation of group learning communities;and feedback of project learning results through multiple evaluations.On this basis,combining theory and practice,the teaching cases of high school history project learning are designed to promote the integration of project learning and history disciplines.