Research On The Design Strategy Of Project-based Extracurricular Activities Based On Geographical Practice

In the process of continuous promotion of curriculum reform,within the new curriculum tandard,the four core quality training objectives of human-earth coordination,comprehensive thinking,regional cognition and geographical practice have been clearly put forward.Project-based learning is a learning method in which students take groups as the organization form,make plans and carry out inquiry activities around specific thematic tasks,and the results are finally displayed in the form of project works.In this process,students construct knowledge systems,form comprehensive thinking,and improve skills.This new teaching mode is conducive to improving students’ geographical practice,strengthening teachers’ professional quality,and enriching classroom teaching mode.Currently,there are many relevant research documents widely used in the field of education abroad.However,there are few researches on project-based learning design with extracurricular activities as the theme from the perspective of geographical practice,and the needs of project-based learning and geographical practice training have something in common,Both pay attention to the subjectivity of students,emphasize the real situation,and take the initiative to learn in practical activities.This paper explores the application of project-based learning in high school geography teaching based on the literature research and experimental investigation of project-based learning.Through studying and sorting out the relevant documents of project-based learning at home and abroad,we can understand the connotation of project-based learning,and through comparative experiments and questionnaires,we can understand the views of teachersand students on project-based learning,understand the problems of project-based learning,understand the learning situation of students,and so on.On this basis,we can put forward the design strategy,implementation strategy and evaluation strategy of project-based learning in high school geography teaching,and carry out case design based on the strategy,Promote the application of project-based learning in senior high school geography teaching.It mainly consists of 6 parts:The first part is the introduction,which puts forward the research background,clarifies the research significance,collates and studies the project-based learning literature,determines the basic direction of the paper research,and puts forward the research content and research methods of the paper.The second part defines the concept of project-based learning,analyzes and summarizes the characteristics and basic elements of project-based learning,summarizes the teaching process of project-based learning,and clarifies the theoretical basis of the paper.The third part designs and implements a control experiment.Through a questionnaire survey,we can understand the teachers’ and students’ views on project-based learning and find out the problems in teaching;Through comparison,understand the teaching effect of project-based learning;Investigate and analyze students’ geography learning situation,learning ability and evaluation tendency.The fourth part,based on the survey results,puts forward the application strategy of project-based learning in senior high school geography teaching,and discusses the application of project-based learning in senior high school geography from three aspects: design strategy,implementation strategy and evaluation strategy.In the fifth part,based on the application strategy and the curriculum standards,the second compulsory course of high school in Hunan Education Press(2019),Urban Location,was selected as the project theme,and a complete teaching case design was carried out as a reference for the implementation of the application strategy.The sixth part summarizes the research conclusion of this paper,points out the innovation and deficiency of this paper,and looks forward to the further research of project-based learning in high school geography.