Research On The Application Of Project-based Learning In Middle School History Teachin

The new requirements of the development of the times for talent cultivation continue to promote educational curriculum reform and the transformation of educational models,which brings opportunities for the development of project-based learning.Project based learning is a supplement and development to conventional teaching and learning methods,guided by subject literacy goals,and designed based on core concepts of the subject.It allows students to construct knowledge and develop themselves through active exploration and problem-solving.In recent years,the theoretical and practical research on project-based learning has gradually deepened both domestically and internationally.Among them,project-based learning in the history discipline in China is in the pilot stage and there is still a lot of research space.Starting from the theory of project-based learning,this article studies the practice of project-based learning in middle school history teaching at home and abroad,explores the strengths and difficulties of implementing project-based learning in middle school history teaching in China,and proposes localization strategies for project-based learning in middle school history teaching.The specific content is as follows:On the basis of clarifying the concept of project-based learning,the introduction section summarizes relevant academic literature and clarifies the current research status.The first chapter discusses the theoretical understanding of project-based learning.From the proposal and development of project-based learning theory,we will delve into the theoretical foundation of project-based learning,summarize and create a practical model of project-based learning,and lay the foundation for further practical research.Chapter 2 analyzes the practice and application principles of project-based learning in history teaching in high schools both domestically and internationally.Firstly,it explores the principles of operability,comprehensiveness,and processability that project-based learning should follow in middle school history teaching.On this basis,the author collected practical cases of project-based learning both domestically and internationally,and analyzed the practical cases of project-based learning in middle school history teaching from three aspects: project design,project implementation,project results,and reflection.Chapter 3 analyzes the strengths and difficulties of project-based learning in the implementation of history teaching in middle schools in China.The author analyzed the advantages of project-based learning in terms of students’ learning motivation,breakthroughs in key and difficult historical knowledge,personalized teaching,and cultivating students’ core historical literacy;Meanwhile,from the perspectives of project-based learning itself,teacher-student project practice,and the history discipline,we will explore the bottlenecks in the implementation of project-based learning in middle school history teaching one by one.Chapter 4 explores the optimization strategies of project-based learning in middle school history teaching.Based on the educational environment of our country and combined with the historical difficulties of project-based learning,we will establish a project-based learning guarantee system at a macro level,and strengthen the guarantee of project-based learning education ideas,evaluation systems,learning resources,and teaching staff;At the micro level,improve the implementation details of project-based learning,including optimizing the selection of project-based learning topics,cultivating students’ problem awareness,grasping the characteristics of the history discipline,carrying out projectbased learning of historical nature,starting from micro project-based learning,and promoting the localization development of project-based learning.