The Design Research Of Project-Based Learning In High School History

Under the background of history curriculum reform,curriculum standards provide some ideas for teachers to carry out history teaching in senior high schools.However,with the new curriculum standards and the use of the new textbook of senior high school history,there are some problems in teachers’ teaching and students’ learning.Therefore,in order to promote the reform of teaching and learning and solve the problems of history teaching in senior high schools,we should explore new methods to further eliminate the inadaptability of history teaching in senior high schools in the early period of curriculum reform.Among them,as a new learning method,project-based learning has received increasing attention from history researchers.This paper takes the study design of high school history project as the research theme,and explores a new way of history study to adapt to the new curriculum reform.The first chapter mainly includes the explanation of the concept of the project and project-based learning,the conceptual distinction between project-based learning and other learning methods.Apart from this,the constructivist Education Theory,cognitive goals Theory and multiple intelligences theory as theoretical support and guidance for research.The second chapter describes the current situation of history teaching in senior high schools and the investigation of the use of project learning.With the advancement of curriculum reform,teachers are not suitable for curriculum standards and the use of teaching materials.Some teachers still can’t adapt to their new roles as instructors and learners,and unconsciously become classroom leaders.They failed to deeply understand the educational philosophy of curriculum standards,misunderstood the educational objectives and they have no study the new method of project-based learning,which leads to focusing on knowledge points and neglecting the cultivation of students’ ability,and it is difficult to integrate teaching contents.Affected by this,students fail to correctly understand the importance of history study,attach too much importance to achievements and neglect their ability development.The third chapter mainly talks about the design elements and strategies of project-based learning in high school history teaching.Based on the needs of domestic scholars of project-based learning theory and the solution of problems,this paper puts forward six design elements: the core concept of history,the real situation,the driving problem,the high-level cognitive strategy,the public achievement and the whole process evaluation,and then discusses the specific design strategies around the elements.When designing strategies,refining historical core concepts is the primary task of project-based learning design,which determines the formulation of project themes,learning objectives and tasks and even the creation of problem situations,and plays a leading role in the whole design.Higher-order cognitive strategies are integrated into driving problems,aiming at guiding students to cultivate higher-order cognitive ability.In addition,this chapter takes the lesson "Bourgeois Revolution and the Establishment of Capitalist System" as an example to design a case,and further explains and illustrates the strategy.