基于PBL的地理环境教育模式构建与应用探索——以“校园周边河流水质调查”为例

Construction and Empirical Research of Geographical Environment Education Model Based on Project-Based Learning—Taking “Water Quality Survey of Rivers around Campus” as an Example

摘要: 面对日益严峻的环境问题，环境教育在中学教育中的地位日益凸显。本研究聚焦于项目式学习方法(PBL)在中学地理课堂环境教育中的应用，旨在探索一种能够有效提升学生环保意识、问题解决能力和团队协作能力的教学模式。通过对中学地理课堂环境教育的现状分析，我们发现当前教学在内容、方法和评价方式上存在一定局限性，难以满足环境教育深入实施的需求。因此，本研究基于建构主义学习理论和环境教育理论，设计了以项目式学习方法为核心的环境教育教学模式。该模式以真实环境问题为导向，通过团队合作、实地考察和数据分析等实践活动，让学生在解决具体问题的过程中建构知识、培养能力和提升意识。在具体的教学设计中，遵循以学生为中心、注重实践性、强调跨学科知识整合与应用以及评价多元性和过程性的原则，结合中学地理课程的特点和实际需求，设计了校园周边河流水质调查的项目主题。这些教学设计原则和实践将为中学地理课堂环境教育的深入实施提供了有益的参考和借鉴。

Abstract: As environmental issues become increasingly severe, the importance of environmental education in secondary school education is growing. This study focuses on the application of project-based learning (PBL) in environmental education within secondary school geography classrooms, aiming to develop a teaching model that can effectively enhance students’ environmental awareness, problem-solving skills, and teamwork abilities. Through an analysis of the current state of environmental education in secondary school geography classrooms, we found that there are certain limitations in content, methods, and evaluation approaches, which hinder the deep implementation of environmental education. Therefore, this study, grounded in constructivist learning theory and environmental education theory, has designed an environmental education teaching model centered on project-based learning. This model is oriented towards real-world environmental issues, using practical activities such as team collaboration, field investigations, and data analysis to help students build knowledge, develop skills, and enhance their awareness through solving specific problems. In the specific teaching design, we adhere to the principles of being student-centered, emphasizing practicality, integrating and applying interdisciplinary knowledge, and evaluating in a diverse and process-oriented manner. Considering the characteristics and actual needs of secondary school geography courses, we have designed a project theme focusing on water quality surveys of rivers around the campus. These teaching design principles and practices will provide valuable references and insights for the deep implementation of environmental education in secondary school geography classrooms.