为了落实国家教育政策和新时代地理教学发展要求，提高学生的地理学科核心素养，培养责任心、团队意识和对家乡的自豪感，为学生今后接受高等教育和工作打下基础，本研究选择高中地理项目式学习的实践研究为研究方向。项目式学习方案并不少见，项目式学习本身理论体系的发展也较完善，但是关于高中地理项目式学习的设计、实施步骤，内容选择，行动研究和效果评价问题的研究仍较少见。为了切实提高教学效率，有待进一步研究项目式学习设计和实施步骤、教学内容和教学效果。教学效果方面，目前关于项目式学习对不同层次学生的适用性问题仍存在争议。

本研究采用行动研究法，以及调查法、成绩分析等实证研究法。通过文献综述发现，项目式学习设计和实施步骤趋向于设计、管理和评价一体化。在设计项目式学习内容时，解决项目式学习重难点确定的问题。采用农业地理乡土案例，开展与农业地理相关的家乡农业地理实践项目，例如农业区位因素、可持续发展、自然灾害。在方案调整的行动研究中，引入学习风格理论促进学生合作学习；前期准备中，结合项目管理工具，制定项目式学习计划；在实施初期，借助学生自我评价和反思工具，引导学生自我管理，落实必备知识的学习；在实施中期，根据学生的学习效果，结合课程标准水平划分研究，适时调整难度和辅导；在实施后期，开展教学设计和实施的反思，与之前设计的版本相比较，2 个月的学习方案效果最好，学生有充足的时间将知识学习与完成课题相结合。最后，进行结合评价理论的实证研究，使用 Q 值统计法解决各次测试总分、难度和人数不同的问题，分层数据分别使用首次和前 2 次，增加成绩分析的严谨性。

研究发现，根据学生学习风格和基础设计项目式学习有助于提升学习效果。项目式学习有助于缩小拔尖学生和基础薄弱学生的差距。运用地理核心素养和能力理论有助于项目式学习内容选择和评价，高中地理项目式学习的内容应该从地理核心素养出发，难度要适中。项目式学习中的合作探究活动有助于提高学生的学习动机和能力。运用成绩 Q 值分析等方法有助于项目式学习过程监测。

In order to implement the national education policy and the requirements of the development of geography teaching in the new era, improve the core quality of the geography discipline of students, cultivate the sense of responsibility, teamwork and pride of hometown, and lay a foundation for students to accept higher education and work in the future, this research chooses the practical research of high school geography project-based learning as the research direction. Project-based learning programs are not rare, and the theoretical system of project-based learning itself has developed quite well. However, researches on the design, implementation steps, content selection, action research and effect evaluation of project-based learning in high school geography are still rare. In order to effectively improve teaching efficiency, further research on project-based learning design and implementation steps, teaching content and teaching effect is needed. In terms of teaching effect, the applicability of project-based learning to students of different levels is still controversial.

This study adopts the action research method, as well as the investigation method, performance analysis and other empirical research methods. The literature review shows that project-based learning design and implementation procedures tend to integrate design, management and evaluation. When designing the content of project-based learning, the key and difficult points of project-based learning should be determined. Agricultural geography practice projects related to agricultural geography in hometown, such as agricultural location factors, sustainable development and natural disasters, are carried out by using rural cases of agricultural geography. In the action research of program adjustment, the learning style theory is introduced to promote students' cooperative learning. In the early preparation, combined with the project management tools to develop project-based learning plan; In the early stage of implementation, with the help of students' self-evaluation and reflection tools, guide students to self-management and implement the learning of essential knowledge; In the middle stage of implementation, according to the learning effect of students, combined with the curriculum standard level of research division, timely adjust the difficulty and guidance; In the later stage of implementation, the reflection of teaching design and implementation was carried out. Compared with the previous design version, the 2-month learning plan had the best effect, and students had enough time to combine knowledge learning with the completion of the subject. Finally, an empirical study was carried out in combination with the evaluation theory. Q value statistical method was used to solve the problems of different total score, difficulty and number of people in each test. Hierarchical data were used for the first time and the first two times respectively to increase the rigor of the score analysis.

Research has found that designing project-based learning based on students' learning styles and fundamentals can improve learning outcomes. Project-based learning helps bridge the gap between top students and those with weak foundations. The application of geography core literacy and competence theory is helpful to the selection and evaluation of project-based learning content. The content of high school geography project-based learning should be based on geography core literacy and the difficulty should be moderate. Cooperative inquiry activities in project-based learning can improve students' learning motivation and ability. The application of Q value analysis and other methods is helpful to project learning process monitoring.