Research On The Application Of Project-based Learning In The Teaching Of History In Junior High School

The current basic education curriculum reform has entered a deepening stage,highlighted by the core literacy orientation.What kind of education and teaching methods can cultivate the necessary character and key abilities for students to adapt to lifelong development and social development? That is,it is not only necessary to select and change the curriculum structure and teaching content,but also to change the teaching and learning methods,which all need to return to the essence of learning-the exploration of problems.Project-based learning,as a new learning model,not only focuses on the subjectivity of students,but also transforms course learning into a series of project activities,which to some extent reverses the way of knowledge acquisition and constructs students’ knowledge and ability in the process.Project-based learning emphasizes real-life situations,problem solving,cooperative learning,result orientation and process evaluation,and focuses on the continuous exploration of problems in real-life situations,reflecting the essence of learning and meeting the requirements of national education and teaching reform.This paper focuses on the theme of project-based learning and explores the application of project-based learning in junior high school history teaching,which consists of five main parts in addition to the introduction.In the first part,project-based learning is summarized,and the basic concepts of project-based learning are defined,the elements and basic characteristics of projectbased learning are summarized,and the relevant theoretical basis and its compatibility with project-based learning are explained.The second part analyzes the value of project-based learning in junior high school history teaching,first analyzes the possibility of project-based learning applied to junior high school history teaching,explains the possibility of applying project-based learning from the current problems in junior high school history teaching and the characteristics of history subjects,and summarizes the five advantages of project-based learning applied to junior high school history teaching on this basis.In the third part,the design of project-based learning in junior high school history is discussed,mainly from the aspects of grasping core knowledge,setting driving questions,implementing higher-order cognitive strategies,designing students’ practical activities,and constructing a whole evaluation system.The fourth part explores the scientific implementation path of project-based learning in junior high school history,taking lesson 19 of unit 6,"Changes in Social Life",in the first book of grade 8 as the theme of project-based learning design,from three aspects: implementation principles,implementation process,and summary and reflection.In the fifth part,the difficulties of project-based learning in junior high school history teaching are discussed and prospects are made,in the hope of providing more appropriate guidance for junior high school history project-based learning in the future.