| “High School Geographical Curriculum Standards(2017 Edition)” proposes the core competencies of the geographic discipline.Among them,geographical practice is a practical foundation,and at the same time,the discipline of “practical exploration” and “key ability” in the subject competencies of the college entrance examination evaluation system landing.It aims to stimulate the interest in the study of students ’geography,mobilize the initiative of students’ geographical learning,improve students ’ability to analyze problems in real situations,cultivate students’ geographical thinking,and enable students to “show their skills and achieve good results” in today’s college entrance examination.Students carry out various forms of geographical practice activities in the course of learning,cultivate geographical practice,and develop geographical core literacy.Studies have found that the characteristics of research and practice activities in the category are in line with the characteristics of project-based learning.They all emphasize that in the real situation they use task as the driving force.The students are center of the class to explore real problems,and cultivate core competencies through students’ independent learning and experience.Therefore,carrying out a project-based study-based geographical practice activity is an effective way to improve the core competencies of students.Studies have found that there are two main points of project-based learning.One is the establishment of the project theme,and the other is the implementation process of the project.Through the interpretation of curriculum standards,the analysis of geographical textbooks and the analysis of the college entrance examination content,combined with the specific study and practice of high school students,this paper has determined the “topographic and local forms”,“climate and weather”,“hydrological water system”,“soil”,“vegetation”,“sponge city” and“geographical observation” school-based project theme content.At the same time,in the context of the school and the Ministry of Education’s management of out-of-school activities of students,through the results of the status quo of the current status and geographical practice of student geographical learning and the specific reality of high school students’ geographical learning,this paper proposes the implementation strategy based on project-based learning: First,guide students to understand the basic method of geographical practice through the pre-school curriculum;second,select the appropriate topic to conduct research and practice activities in real and natural environments and finish their “Natural Geographic Inspection Competition” tasks according to their interests under the guidance of the safety and effective principles;third,diversely guide students to analyze geographical phenomena,solve practical problems and effectively display their research results;fourth,after practical activities,carry out various student practical evaluations,test the development of core competencies,and implement the core competencies.Under the guidance of the implementation strategy of project-based learning investigation geography practice activities,after one semester of students’ geographical practice ability training,the geographical practice level of the same survey subject was investigated again.Compared with the results of the pre-test survey,the post-test results showed that the students’ geographical practice level increased overall,especially the mobility ability increased significantly.The difference between the two important components of geographical practical ability,will,quality and action ability,has been significantly reduced,and most of them have reached a high level.The comparison of the results of the two questionnaires before and after the practical activities proves that the practical strategy of exploratory geography based on project-based learning is effective. |
