| With the promotion of skills and core literacy in the 21 st century,the basic education reform has put forward new requirements for the traditional teaching model.The current status of history teaching reform requires history teachers to change the traditional teaching mode,which is mainly based on the "lecture method",and return the classroom to students.The change of curriculum standards from "three-dimensional target" to "core literacy" has brought the Project Based Learning back to the vision of educational researchers.The Project Based Learning takes the project as the core and the students as the main body,putting a comprehensive,real,open and challenging problem in front of the students,thus mobilizing their interest in learning and promoting the overall improvement of students’ quality more effectively.This paper synthesizes literature research,sorts out the current research status of project teaching method at home and abroad,summarizes the types of the Project Based Learning used,and outlines the progress of practical exploration of the Project Based Learning in various regions,cities and schools offline.On the basis of Constructivism and Multiple-IntelligenceTheory,the concept,characteristics,project design criteria and project practice principles of the Project Based Learning are clarified,and its practical significance in high school history teaching is discussed.Using questionnaires and interviews,high school history teachers in Taiyuan were surveyed to map the frequency,type of use,and details of the development of this teaching method in high school history teaching,to collect the insights and suggestions of some teachers on the implementation of the Project Based Learning in teaching,to refine the problems that are likely to occur in high school history teaching,and to provide valuable experience for the case design of high school history the Project Based Learning practice.This paper selects Unit 8 of the first book of the unified textbook Outline of Chinese and Foreign History as the research content of project teaching,and starts the teaching practice of high school history of the Project Based Learning in J Middle School in Taiyuan City.It provides teachers with operable implementation steps,explores the possibility of the Project Based Learning in regular history classes and summarizes the problems that arise in the practice of the Project Based Learning: ignoring the actual teaching environment,lacking of learning about the Project Based Learning,and not fully considering the learning situation.In view of the above problems,this paper puts forward suggestions for improvement from three aspects:from the social level,efforts should be made to create a social culture that emphasizes students’ ability improvement and change the traditional concept of "grade theory";from the teacher training institutions,the training of Normal students should be standardized,the promotion of new teaching theories and teaching methods should be increased,and more cooperation with High school teachers should be established.For high schools,they should take into account the cultivation of students’ abilities while ensuring their performance;for history teachers,they should pay attention to the teaching practice environment,fully consider the school situation in their schools,plan the practice programs for teachers and students,and make corresponding adjustments from all aspects of the project. |
