人机协同下的乡镇高中地理PBL教学模式与实践探索——以农业区位学习为例

PBL Teaching Model and Practical Exploration of Geography in Township High Schools under Human-AI Collaboration—Taking Agricultural Location Learning as an Example

摘要: 本文构建适用于乡镇高中地理的人机协同PBL教学模式：针对乡镇地区项目式学习探究困境，师生与生成式人工智能的分工协作贯穿项目启动、规划、实施、展示、评价五阶段，实现本土化课题的构建与任务链的动态适配，并结合粤西乡镇学生的学情特征，开发农业区位主题的PBL教学实践案例。实践表明，该模式通过支持学生的个性化探究、依托自评互评机制实现知识建构，有效促进地理核心素养的深度内化，为乡村教育数字化转型提供了可参考的实践范式。

Abstract: This paper develops a human-AI collaborative PBL teaching model for geography in township high schools. Addressing the challenges of PBL in township areas, teachers, students, and generative AI collaborate across the PBL five phases: project initiation, planning, implementation, demonstration, and evaluation. This allows for the construction of localized topics and the dynamic adaptation of task chains. Furthermore, a case study of PBL teaching focused on agricultural location was developed according to the learning situation of students in the township areas of the western province of Guangdong. Practical results show that this model supports personalized student inquiry and facilitates knowledge construction via self-assessment and peer-evaluation mechanisms, effectively promoting deeper internalization of core geographical competencies. It offers a referenceable practical example for the digital transformation of rural education.