Research On The Cultivation Of High School Students’ Critical Thinking Of Geography Based On Project-Based Learning

With the advent of the new era in the 21 st century,many new production driving forces and diversified cultural concepts have emerged in the world.In order to cope with the increasingly complex and changeable world in the future,international education has begun to emphasize the importance of social talents possessing critical thinking and put forward "21st century skills" with critical thinking as the core quality requirement.In 2016,China proposed the "Core Literacy of Chinese Students’ Development",which also emphasized that students’ critical and questioning spirit and ability are important manifestations of scientific spirit.Under such a background,the attempt to develop critical thinking education by combining subject teaching began to appear.project-based learning is a kind of project situations as the main line,around the problem of exploring teaching mode of cooperation,more scholars agree that the model can make students in the process of problem driven,problem solving,cultivation of problem consciousness,improve the critical thinking,but very few cases in the subject teaching in high school,for further proof,the exploration of significance.Based on critical education theory as the instruction,this paper adopts literature research,questionnaire survey,quasi-experimental research methods such as survey of high school geography status of critical thinking,carry out of training students’ critical thinking based on project learning experiment,in order to explore empirically,project learning in middle school geography teaching effect to the promotion of students’ critical thinking.At the same time,it will enrich the experience of cultivating disciplinary critical thinking in front-line teaching and provide theoretical support and case reference for the activities of cultivating critical thinking through project-based learning.This paper is mainly divided into four parts:The first part,through literature research,finds the current needs of critical thinking education for middle school students in China,and integrates critical thinking education and subject teaching into the mainstream mode in the context of heavy curriculum tasks in high school.In order to carry out effective teaching practice,we first understand the status quo through pre-test questionnaire survey,and find that the level of geographical critical thinking of senior high school students is generally low,especially in the self-confidence,cognitive maturity,analytical ability and systematic ability,there is a large space for improvement.According to interviews,most teachers recognize the necessity of critical thinking,but lack guidance to permeate it.The second part,the theoretical research shows that the characteristics of projectbased learning and the psychological characteristics of critical thinking fit,which is conducive to the cultivation of students’ critical thinking,creativity and affection;In addition,the process of project-based learning can conform to the three principles of critical thinking education--integration with subject teaching,providing free field of thinking,and permeating education of emotion,attitude and values.Finally,through a large number of literature studies,existing project-based learning design strategies are sorted out from the aspects of goal orientation,content selection,implementation strategies and evaluation methods.In the third part,based on the previous theoretical research and the investigation and analysis of the status quo of students’ critical thinking,combined with the actual teaching situation,two parallel classes are selected as experimental objects.The control class adopts traditional teaching and the experimental class adopts project-based learning.Using the method of classic case analysis,from the intention of case design and the performance of the implementation process,it is found that project-based learning has many advantages,such as real situation,decomposition and exploration tasks,and full evaluation.The spirit of critical thinking runs through the whole project,which also promotes the development of critical thinking skills.In the fourth part,a longitudinal comparison was made between the critical thinking level of the experimental class and the control class before and after teaching,and a horizontal comparison was made between the results of the post-test of the thinking level of the experimental class and the control class.It is found that the critical thinking level of the students in both classes has improved,but the improvement range of the experimental class is greater,and the overall level is obviously higher than that of the control class.This shows that in geography education,project-based learning is more conducive to penetrating critical thinking education than traditional teaching mode,and can effectively promote the improvement of students’ higher-order thinking level.