Research On The Creation Of Project-based Learning Situations In Junior High School Geograph

With the release of the Geography Curriculum Standards for Compulsory Education(2022),"promoting teaching reform and advocating student-centered geography teaching methods" has become a hot topic in geography teaching at present.How to give full consideration to students’ life experience and differences in geography teaching? How to create diversified geographical learning situations? How to design multi-level learning tasks? How to let students deeply participate in geography learning activities? How can students experience the "complete learning process" ? Compared with the traditional teaching mode of "teaching acceptance feedback",project-based learning tends to meet the requirements of the above problems.Project-based learning is a learning method that takes students as the main body,takes real problems as the starting point,solves problems in real situations,and generates project results,thus promoting students to improve their own knowledge system and improve their own abilities and qualities.Some studies have shown that in project-based learning,students’ enthusiasm for learning will be higher and the presentation of learning results will be more diverse.Perhaps you have such a question: problem solving training and project-based learning are also to cultivate students’ problem-solving ability.What’s the difference between them? Although they are all problem-solving,the problems in project-based learning are more real and complex,and a project often requires the use of multidisciplinary knowledge.Compared with the two,project-based learning is more active,and students need to create their own conditions to solve problems.In project-based learning,teachers need to create real situations,guide students to learn knowledge in the project,and cultivate the ability to raise and solve problems.This paper studies the situation creation of project-based learning in junior high school geography,including the following four parts:The first part is to sort out the literature on "project-based learning" and "situational teaching",sort out the relevant research results,and summarize the deficiencies in the current research;The implementation of project-based learning is in a period of rapid development,but there is little research on the design of project situation and there is no system.In the second part,a survey of junior high school geography teachers was conducted by using the questionnaire method.It was found that project-based learning was recognized by most teachers.However,due to the impact of subjective and objective factors,the frequency of teachers implementing project-based learning was not high.Many teachers said that they lacked project situational materials and hoped to get relevant theoretical guidance.The third part puts forward the path to create the situation of project-based learning:(1)introducing the theme and setting up the situation;(2)Determine the project and optimize the situation;(3)Focus on the task and sublimate the situation;(4)Change the space and change the situation;(5)Reflect deeply and review the situation.The fourth part,taking the project "How to make the city no longer ’look at the sea’" as an example,explains the basic path of project-based scenario design from the determination of the project theme,the proposal of core issues,the design of evaluation scale to the display of project works.