2016年教育部等11部门颁布的《关于推进中小学生研学旅行的意见》，将研学旅行纳入中小学教育教学计划，在《中小学综合实践活动课程指导纲要》（2017年9月颁布）中研学旅行作为综合实践活动中的一种课程形式出现，标志着研学旅行课程定位从少数学校学有余力开展的活动，到多数学校全面培养学生综合素质的实践性必修课的逐步明确，全国各中小学面临着研学旅行课程从无到有的过程。

截止到2020年，研学旅行部署工作已经实行了近3年，对50余所城市教师和乡村教师所在学校的研学课程开展现状进行调查，结果显示出的普遍问题有：教师设计课程的时间不足、知识的专业性掌握较弱，且学校对组织学生出行的精力有限，从课程设计到实施几乎由研学机构和旅行社包办，而研学机构或旅行社设计编制的课程内容教育性体现较弱，多侧重于旅游体验而非研究性学习，走马观花式的旅行体验使学生参与度和主动性弱，部分乡村教师还面临着学校经费支持等现实困境。以上现象与《意见》中对学生在研学旅行中应获取的知识和能力的教学目标差距很大，问题归根到底是研学旅行的课程实施走在了理论基础建设与师资培养之前，面对如何调动起学生在研学旅行课程中的兴趣，做到主动参与、游中有学的困惑，绝大部分被调查教师在了解项目式学习（PBL）的内涵后，肯定了项目式学习的贯穿整个研学旅行的可行性，且均认为这种方式是解决目前研学旅行“游而不学”等现有问题的有效途径。

国内外有对项目式学习应用于校内课堂中的实例，且研究表明项目式学习能够使学生在课业成绩、学习动机、学习态度、解决实际问题的能力等方面均有所提升。经过调研发现，国外的研学旅行课程也多以项目的形式展开。我国对研学旅行的研究起步较晚，2017年开始集中出现，重在探讨研学旅行的意义和价值、影响因素、存在问题和教学设计案例的描述层面，缺少对照实验或实证研究证实提高研学旅行有效性的方法，我国几乎没有将项目式学习应用于研学旅行的实验研究。

地理教学强调在“真实情境”中解决现实地理问题，研学旅行能够提供真实情境，为学生解决现实问题创造条件，至于如何能更好地达到地理研学旅行的教育目的，本文通过对照实验，在研学旅行中贯穿项目式教学过程，培养学生的地理核心素养和提升解决问题的思维结构层次，充分对比出项目式学习应用于研学旅行相较于传统模式的优越性。

本文首先对近10部研学旅行相关政策文件中对课程内容部分的要求进行梳理，细化为研学旅行课程的基本原则；其次，在课程内容方面，依据普通高中地理课程标准，和学生现实需要和兴趣，及研学基地地理区域特征进行编写；最后，在教学方法上贯穿项目式学习的课程结构。本文按照以上原则设计和实施“黄花城水长城”地理项目式研学课程，并设置实验组和对照组，实验组采用项目式学习研学课程，对照组采用传统研学课程实施过程，通过对照实验收集数据并经过思维结构层次的对比评价结果显示，实验组学生的思维结构层次中“关联结构”和“拓展抽象结构”占比远高于对照组，且没有出现“前结构”和“单点结构”，说明项目式学习可以拓展学生在思考和解决问题时的思维层次，并且从学生的项目计划和海报的输出成果中可以看出，项目式学习组在实验过程中已经自身习得和内化地理学科的核心素养。

经过对实验结果的对比得出以下结论：①项目式学习会提升学生对研学旅行的态度和认知以及期待，对研学导师的教学内容和教学方法的接纳程度更高，在研学过程中的主动性表现更好；②在研学手册问题和课程设置的满意度方面，项目式学习组的学生对资料和问题设置有更高的需求；③研学过后，项目式学习组对在研学中学习到的知识和地理测量方法都及时做了总结整理和归纳，从而在研学后呈现出的知识应用、地理实验能力提升以及学习成效方面均好于对照组，对研学的兴趣更高且对再次开展研学课程表现出更多的期待。综合理论依据并通过对照实验结果证明，将项目式学习应用于地理研学旅行是可行且有效的。

In the "Opinions on Promoting Study Trips for Primary and Middle School Students" issued by the Ministry of Education and other 11 departments in 2016, Educational tourism were incorporated into primary and secondary education plans. In the "Primary Guidelines for Comprehensive Practice Activities in Primary and Secondary Schools" (promulgated in September 2017), educational tourism appeared as a curriculum form, which marked the development of research study courses from optional activities to a practical compulsory course which training Students' comprehensive quality, and all primary and secondary schools are facing the process of research study courses from scratch.

As of 2020, the deployment of educational tourism has been implemented for nearly three years. This article investigated the status of the courses in more than 50 urban and rural teachers' schools. The results showed that the common problems: insufficient time for teachers to design courses, weak professional knowledge, and insufficient energy for the organization. From the course design to the implementation, the travel agency is in charge. Many focus on travel experience rather than research-based learning. This travel experience makes students' participation and initiative weak, and some rural teachers also face the practical difficulties of school funding support. The above phenomena are quite different from the teaching goals of the "Opinions" on the knowledge and abilities that students should acquire during their educational tourism. The problem is that the course implementation of educational tourism is before the theoretical foundation and teacher training. How to mobilize students’ interest in the educational tourism, so as to achieve active participation and the learning confusion during the course, most of the surveyed teachers confirmed the feasibility of project-based learning throughout the educational tourism after understanding the connotation of project-based learning (PBL). This method is considered to be an effective way to solve the existing problems such as “study without learning”.

There are examples of project-based learning applied in school classrooms at home and abroad, and research shows that project-based learning can improve students' academic performance, learning motivation, learning attitude, and ability to solve practical problems. After investigation, it is found that overseas research travel courses are also carried out in the form of projects. China ’s research on research travel started late, and it began to appear in 2017. It focuses on the description of research travel meaning and value, influencing factors, problems and teaching design cases. The lack of controlled experiments or empirical studies confirms that research travel is effective In China, project-based learning has hardly been applied to experimental studies of study travel.

Geography teaching emphasizes solving real geographic problems in "real situations". Study tours can provide real situations and create conditions for students to solve real problems. As for how to better achieve the educational purpose of geography study tours, this article through controlled experiments The research-based travel runs through the project-based teaching process, cultivating students' geographic core literacy and improving the level of thinking structure for problem-solving, and fully compares the superiority of project-based learning in research-based travel compared to the traditional model.

This article first sorts out the requirements of the course content in nearly 10 study travel related policy documents and refines them into the basic principles of the study travel course. Second, in terms of course content, according to the general high school geography curriculum standards, and the students' actual needs and Interests, and the characteristics of the geographical area of the research base. Finally, the teaching method runs through the course structure of project-based learning. This article designs and implements the "Huanghuacheng Water Great Wall" geological project-based research curriculum in accordance with the above principles, and sets up an experimental group and a control group. The experimental group adopts the project-based research curriculum, and the control group uses the traditional research curriculum implementation process. Data are collected through controlled experiments The comparative evaluation results of the thinking structure level show that the proportion of "associative structure" and "extended abstract structure" in the thinking structure level of the experimental group is much higher than that of the control group, and there is no "pre-structure" or "single-point structure". It shows that project-based learning can expand the level of thinking of students when thinking and solving problems, and from the output of students' project plans and posters, it can be seen that the project-based learning group has already acquired and internalized geography in the experimental process. The core literacy of the discipline.

From the experimental results, the following conclusions are drawn: ① Project-based learning improved students' attitudes and cognitions and expectations on the trips, and they had a higher acceptance of the teaching content and teaching methods of research tutors, and was more active in the research process;② Satisfaction with the study manual questions and curriculum settings. Students in the project-based learning group have higher requirements for materials and problem settings;③After the study, the project-based learning group summed up the knowledge and geographical measurement methods learned in the study in a timely manner, so that the knowledge application, geographical experimentation ability improvement, and learning effectiveness showed better than the control group after the study. There is a higher interest in research and more expectations for resuming research courses. Comprehensive theoretical basis and comparative experimental results prove that geography project-based learning educational tourism is feasible and effective.