Exploration On The Application Of Microproject-based Learning In Junior High School History Teaching

A century long plan,education is the foundation,and education bears the fundamental task of cultivating virtue and talent.Currently,the curriculum reform of basic education in China is entering a new historical stage of development.The new curriculum reform has strengthened the comprehensiveness and practicality of the curriculum,focusing on developing students’ core competencies and cultivating their necessary skills and key abilities to adapt to life.The history course bears the important task of cultivating students’ core literacy,enhancing their sense of responsibility,and social responsibility.Therefore,in history teaching,it is necessary to explore diverse teaching methods and methods.Microproject-based learning is a literacy oriented learning approach that guides students to learn and explore independently,unleashing their subjectivity,and providing specific and feasible references for curriculum reform in the new era.Microproject-based learning has gradually received more attention from researchers in recent years.This learning method emphasizes students’ collaborative exploration,guides students to exert subjective initiative,actively explore and solve problems,and also helps to promote the development of students’ core competencies.However,there are still some shortcomings in the existing research on micro project-based learning,mainly reflected in: firstly,the distribution of research fields is uneven,and there is relatively little content related to humanities;Secondly,the application of micro-project learning in practical teaching is not widespread,and current research has not yet formed a comprehensive micro-project learning model that can be widely referenced.In the field of history,there are relatively few mature micro project learning cases.There is still great exploration space for the combination of micro project learning and history teaching.The characteristics of micro project-based learning are: student-centered,problem-driven,small combinations as the main form,and diverse evaluation methods.When designing micro project-based learning in the field of history,it is necessary to create a reasonable historical context,formulate specific and feasible tasks,and enable students to master knowledge and exercise their abilities in problem-solving.On this basis,take 54 students in a class of Grade 8 in a junior high school in Kaifeng as teaching practice objects,take the May Fourth Movement as an example,and apply micro project learning to practical teaching.Then,through questionnaires and interviews,students’ acceptance,fitness and expectation of micro project learning were investigated.Through research,practice,and discovery,micro-project learning not only helps to enhance students’ enthusiasm for learning history,but also exercises their thinking abilities,enabling them to deeply reflect on historical figures and events.It can also provide practical and feasible assistance for teachers to improve teaching,significantly improving the teaching effectiveness of history classrooms.Exploring the characteristics of micro project-based learning in theory,based on which to design teaching for the history discipline,and summarizing the experience and suggestions of implementing micro project-based learning in actual classrooms through teaching practice,can provide certain reference and reference for the future application of micro project-based learning in junior high school history teaching.