A Research Of Design Strategies For History Project-Based Learning In Junior High School

The History Curriculum Standards for Compulsory Education(2022 edition)emphasizes the cultivation of core literacies in the junior high school history curriculum,requiring teachers to innovate teaching and assessment methods and to implement reform of integrated teaching,requiring students to master core concepts and to be able to transfer,integrate and create knowledge.The new junior high school history standard incorporates project-based learning into the teaching tips,expecting to guide students to "learn by doing",integrate various knowledge to solve problems in real situations,deepen students’ deep understanding of core concepts,cultivate students’ problem-solving,innovation,communication and exchange skills,enhance students’ connection with social reality,and enrich their social cognition and understanding.It also enhances the connection between students and social reality,enriches their social cognition and emotional experience,and promotes the realization of curriculum education.Under the guidance of the new curriculum and the new junior high school history standard,"how to carry out projectbased learning in junior high school history teaching" has become a question that teachers need to think about.Based on this,this paper will explore the design strategies of junior high school history project learning from the perspective of the practical design of project learning.This paper analyzes the theoretical basis of history project-based learning from the perspective of history teaching and discusses the basic elements of history project-based learning design by combining the research results of previous project-based learning studies.Then,through questionnaires and interviews,we investigate the basic situation of history project-based learning among junior high school students and teachers’ views and suggestions on project-based learning.The survey found that most junior high school students have the basic ability and strong desire to carry out project-based learning,but there are also difficulties in project design for teachers,lack of project learning theory,and insufficient support from schools.In response to the findings,this paper discusses specific strategies for project design according to the first,middle,and second stages of projectbased learning implementation,and provides ideas for teachers’ teaching design.In the selection of project themes,it is necessary to meet the requirements of the new junior high school history standards and textbooks,to base on students’ cognitive level of history and relate to real life,and to explore and integrate interdisciplinary knowledge in the history curriculum;in the organization and implementation,it is necessary to clarify the goals and tasks of project-based learning around the project themes,to organize group inquiry to deconstruct the core tasks of project-based learning,and to create and communicate the project results with the process data.The whole process is student-oriented and teacherguided;in the evaluation and reflection,the teacher integrates various evaluation methods,implements the whole process and multi-subject evaluation,and teachers and students summarize their experiences together.Finally,this paper attempts to combine the above design strategies and take the project-based learning activity of "History of SichuanHanzhou Railway Development" as an example to design a case study of junior high school history project-based learning.