项目式学习是围绕一个驱动性问题展开的教学模式，学生以已有的知识为基础，通过自主学习、合作探究等形式解决问题并完成项目。目前，以项目式学习的方式开展地理教学的理论和实践探究还有限，而另一边新课程标准中要求的为满足学生发展需要而开设的选修课程也面临一些困境，基于这两方面的问题，研究团队的指导教师在北京市4所高中开设了基于项目式学习的高中地理选修课程，共指导学生完成19个项目。

  本研究通过制定量表评价19个项目，从量化角度分析课程的实施效果；通过扎根理论分析指导教师的访谈资料，建立模型，从质性途径分析课程的经验与反思。得出以下结论：

（1）19个项目的平均得分为76分（百分制），目前课程的待优化的空间较大。从各评价条目的平均分看，本次课程实施效果较好的方面有：学生的发言权和决定权、教师的支持与指导、项目的学科性、项目作品回答驱动性问题的有效性；本次课程实施效果较差的方面有：项目的展示与评价。

（2）课程经验与反思模型包括课程整体规划、课程主要阶段、师生角色、师生态度与感受以及学生团队合作五个方面。课程整体规划方面包括教师需要进行更细致课程规划、课程场所应多样化、学生对项目时间的管理是基于课程的主要时间节点等。课程各个阶段有不同的经验反思，如教师在学生选题之前需进行课程介绍等铺垫、选题时应注意引导和把握学生选题的可行性等。师生角色方面包括课程落实了“教师引导，学生主导”的理念，但也存在学生主导下项目推进慢的困境以及教师如何有效引导的困惑等。团队合作方面包括有领导力、组织力、一定知识储备的组长对于团队项目的开展非常重要等。师生态度与感受方面包括教师对于采用有效的引导方式和掌控课程感到困难等。

（3）基于课程分析结果提出基于项目式学习的高中地理选修课程优化策略。基于项目式学习的高中地理选修课程一般要经历五个阶段：准备阶段、实施阶段、展示阶段、评价阶段和完善阶段。准备阶段，教师需确定课程原则、分析学情、明确时间规划；学生需组建团队并确定组长，必要的时候需进行团队建设。实施阶段可以划分为确定驱动性问题、评估项目、项目实施三个环节，同时教师的过程性监督和暂停与反思贯穿其中。展示阶段鼓励学生进行多样性的成果展示，包括作品呈现方式、展示平台和对象的多样性。评价阶段有自我评价、组内互评、组间互评、教师评价、家长评价等多种评价主体，评语、记录表、反馈表等多种评价形式；完善阶段学生根据评价阶段收到的反馈对项目进行完善。

Project-based Learning is a teaching mode that focuses on a driving problem. Based on the existing knowledge, students solve problems and complete projects through autonomous learning, cooperative exploration and other forms. At present, the theoretical and practical exploration of Project-based Learning in geography teaching is limited, while the elective courses required by the new curriculum standards to meet the needs of students' development are also facing some difficulties. Based on these two problems, the research team's instructors have set up project-based learning in four senior high schools in Beijing, A total of 19 projects were completed.

In this study, 19 items were evaluated by developing a scale, and the implementation effect of the course was analyzed from a quantitative perspective; Based on grounded theory, this paper analyzes the interview data of the instructor, establishes the experience and reflection model of the curriculum, and analyzes the experience and reflection in the curriculum from the qualitative way. The conclusions are as follows：

(1) The average score of 19 items is 76 points (hundred point system), and there is a large space for optimization of the current curriculum. From the average score of each evaluation point of view, the better aspects of the implementation of the course are: Students' voice and decision-making power, teachers' support and guidance, the disciplinary nature of the project and the effectiveness of answering driving questions, etc; The poor implementation effect of this course includes: the object of work display and the evaluation of the project.

(2) Curriculum experience and reflection include the overall planning of the curriculum, the main stages of the curriculum, the roles of teachers and students, the attitudes and feelings of teachers and students, and the teamwork of students. The overall planning of the curriculum includes: teachers need to make more detailed time and link planning, curriculum sites should be diversified, and students' project time management is based on the main time nodes of the curriculum. Each stage of the course has different experience summary, such as teachers need to introduce the course before students choose topics; When choosing a topic, we should respect students' choice, and at the same time, we should guide and grasp the feasibility of students' topic selection. The roles of teachers and students include: the curriculum implements the concept of "teacher guidance, student guidance", but there are also difficulties in the slow progress of the project under the guidance of students, as well as the confusion of how to effectively guide teachers and so on. Team cooperation includes: leader with leadership, organization and knowledge reserve is very important for team project. The attitude and feeling of teachers and students include: teachers feel difficult to use effective guidance and control the curriculum.

(3) Based on the results of curriculum analysis, the optimization strategy of high school geography elective course based on Project-based Learning is obtained. The Project-based Learning of high school geography elective course generally goes through five stages: preparation stage, implementation stage, display stage, evaluation stage and improvement stage. In the preparation stage, teachers need to determine the curriculum principles, analyze the learning situation and make clear the time plan; Students need to form a team and determine the team leader, and team building is needed when necessary. The implementation stage can be divided into three stages: determining driving problems, evaluating projects and implementing projects. At the same time, teachers' process supervision and reflection run through them. In the stage of exhibition, students are encouraged to display various achievements, including the diversity of work presentation methods, exhibition platforms and objects. In the evaluation stage, there are many kinds of evaluation subjects, such as self-evaluation, intra group evaluation, inter group evaluation, teacher evaluation, parent evaluation and so on; In the improvement stage, students improve the project according to the feedback received in the evaluation stage.