Teaching Design Of Project-based Learning For The History In High School

Project-Based Learning advocates taking students as the main body,subverting the traditional teaching concept.Its teaching mode conforms to the modern educational concept and the trend of national educational reform.Now,researchers and teachers of various disciplines in schools all over the country are setting off an upsurge of Project-Based Learning.At the same time,the high school history curriculum standards focus on developing students’ core competencies,actively promoting deep learning,Project-Based Learning,and encouraging teachers to fully utilize existing resources to organize,design,evaluate,and summarize learning activities with students.These provide favorable opportunities for the continuous development and growth of Project-Based Learning in China.In addition,the COVID-19 epidemic has brought a series of difficulties to people,so it is particularly important to strengthen public health and safety education in the whole society.Based on the Project-Based Learning theory,combined with the content of medical and health history textbooks,this paper studies the Project-Based Learning design of high school history.On the one hand,it explores the method of applying Project-Based Learning theory to high school history teaching,which provides new ideas for high school history teaching.On the other hand,it can also help high school teachers to teach the content of medical and health history,and help students to form an objective understanding of the epidemic situation and change their learning thinking mode.Firstly,the basic theory of project-based learning was elaborated,and the basic elements of a complete project-based learning were clarified.Some characteristics of project-based learning were summarized,and the general process of project-based learning was provided.After learning and mastering the basic theory of Project-Based Learning,combined with the history discipline,this paper probes into the essence,types,case design principles and implementation paths of historical Project-Based Learning from three aspects: past,comprehensiveness and openness.Secondly,in order to find out the current situation of medical and health history teaching,we use the methods of literature survey and teacher interview survey to understand the current situation of medical and health history teaching in senior high schools in the first-line history teaching,and find that there are many problems in the teaching of medical and health history.Finally,taking the sixth unit of the high school history textbook "Economic and Social Life" as an example,two Project-Based Learning cases were designed,namely "Those things about the Black Death" and "Reproducing the dispute between modern Chinese and Western medicine",and some Project-Based Learning design strategies were put forward for other teachers’ reference according to their own learning and design experience.