摘要
项目式学习(Project-Based Learning, PBL)是一种以学生为中心学习方法,在国外应用广泛而国内处于起步阶段,但国内研究人员也进行了一系列有关PBL的教学模式改革。地理学强调核心素养的形成,而PBL是其较好的载体,在此模式下,国内学者对中学地理教学的改革做了哪些相关研究需要进一步探讨。为此,利用CiteSpace对2003~2023年CNKI数据库收录学术论文的年度发文量、期刊分布、关键词时间动态、研究热点和发展变化进行可视化分析。以期厘清和总结国内期刊对PBL模式下中学地理教学改革研究成果发表的现状、热点和不足,提升PBL在我国的应用价值。研究结果表明:(1) PBL在中学地理教学中的应用研究文献数量逐渐上升,大致可以分为三个阶段;(2) 文献作者多为高校学者和中学教师;(3) 前期研究主题主要集中在对理论的研究上,后期逐渐开始转向理论在教学中的实践,研究主题开始变得多样化。上述研究结果较为客观地描述了2003~2023年期间PBL在我国中学地理教学中应用的研究现状、热点以及趋势,可为相关领域的学者提供参考。Project-based learning is a student-centered learning method widely used in foreign countries but is still in its infancy in China. Domestic researchers have also initiated a series of reforms on the PBL teaching model. PBL serves as an excellent vehicle for developing core competencies in geography education. Therefore, it is essential to explore the research conducted by domestic scholars on the reform of middle school geography teaching under this model. To achieve this, we utilized CiteSpace software to visualize the annual trends, journal distributions, keyword temporal dynamics, research hotspots, and the evolution of academic papers indexed in CNKI from 2003 to 2023. The goal is to clarify and summarize the state of research published in domestic journals regarding the PBL model in middle school geography teaching reform, identify hotspots and deficiencies, and enhance the application value of PBL in China. The results indicate that: (1) the literature on PBL application research in middle school geography teaching has been increasing gradually and can be divided into three stages;(2) most of the authors are college academics and middle school teachers;(3) the research topics initially focused on theoretical exploration but later shifted towards practical teaching strategies, with the research topics becoming more diversified over time. The findings objectively outline the research status, hotspots, and trends of PBL application in middle school geography teaching in China from 2003 to 2023, providing a reference for scholars in this field.
出处
《教育进展》
2024年第8期860-868,共9页
Advances in Education
