The Applied Research Of Project-based Learning In The High School Geography Classroom

In order to truly reflect the value of education in the curriculum reform,we need to cultivate and develop students’ skills of The Times.At the same time,the college entrance examination is no longer inclined to "knowledge" itself,but more about the ability of students to analyze and solve problems in a situation.The project-based learning mode can truly realize the students as the main body,which is consistent with the students’ independent learning method advocated in the geography curriculum standard of ordinary high schools.Therefore,by carefully reading the domestic and foreign and project learning related literature,we strive to explore how the "project learning" is combined with the traditional geography classroom.First of all,by reading the domestic and foreign and project learning related literature,the project implementation progress is analyzed and sorted out,and summarized the research situation of the teaching mode at home and abroad,so as to provide theoretical support for the practice of this paper.Second with interview method of teachers,understand teachers’ cognition of project learning,and students questionnaire according to five dimensions to understand the project learning in high school geography teaching application and practical problems,and then create the project learning model for traditional classroom,based on high school geography compulsory xiang teaching material,select the wind into landform,water circulation and atmospheric thermal circulation,the design and implementation of the case,the advantages and disadvantages of the project learning,provide teaching reference for the geography teachers in the project teaching,the main conclusion is as follows:First,Making students participate in project-based learning improves students’ understanding of abstract knowledge and improves teaching efficiency.Second,It is feasible to implement project-based teaching in high school geography classroom.By carrying out activities around the theme,the results of the final activities are presented with works,which not only improves students ’interest in learning geography,but also is conducive to cultivating students’ core geography literacy.