JueZhang,Zhengmin Zhang

In current elementary school field trip practices,the issues of "traveling without learning" and "learning without research" have become increasingly prominent.These problems primarily manifest as fragmented knowledge due to poorly designed inquiry activities and the inability to transfer competencies because outcomes remain disconnected from real-world contexts.To address this dilemma,this study constructs a field trip practice framework based on project-based learning principles,centered on the logical sequence of "context-driven—problem inquiry—collaborative outcome creation."This framework effectively promotes students' knowledge integration and competency internalization by creating authentic learning environments,designing progressive inquiry tasks,and facilitating diverse outcome transformations.Empirical evidence demonstrates that this approach significantly enhances students'problem-solving abilities,collaborative learning depth,and ecological literacy,while achieving high parental satisfaction and community revisit intent.It provides a replicable practical paradigm for competency-oriented study tour curriculum reform.

field study travel; elementary school; project-based learning; PBL

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