History of project-based learning?

Project-based learning (PBL) has its roots in the progressive education movement of the early 20th century, where educators like John Dewey emphasized learning through hands-on experiences. However, PBL gained significant traction in the 20th and 21st centuries as educational theorists and practitioners recognized its effectiveness in fostering deep understanding and 21st-century skills. In recent decades, PBL has become a popular instructional approach in K-12 education and higher education, reflecting a shift towards student-centered, inquiry-based learning that emphasizes real-world problem-solving and collaboration.

What is project-based learning?

Project-based learning (PBL) is an instructional approach that focuses on students engaging in real-world, meaningful, and hands-on projects to learn and apply knowledge and skills. In PBL, students work on a specific project or problem over an extended period of time, typically involving collaboration with peers. This approach is designed to promote active learning, critical thinking, problem-solving, and the acquisition of both academic and practical skills.

What are the key characteristics of project-based learning?

Student-Centered: PBL places students at the center of their learning experience. They take ownership of their projects and are responsible for planning, executing, and reflecting on their work. Authentic Tasks: Projects in PBL are designed to mimic real-world situations or challenges. Students often work on tasks that professionals in a given field might encounter, making the learning experience more relevant and practical. Interdisciplinary: PBL often integrates multiple subject areas or disciplines, encouraging students to apply knowledge from various domains to solve complex problems. Inquiry-Based: PBL encourages students to ask questions, conduct research, and seek solutions independently. This fosters curiosity and a deeper understanding of the subject matter. Collaboration: Students frequently collaborate with their peers, dividing tasks, sharing responsibilities, and learning to work effectively in teams. Critical Thinking: PBL requires students to analyze information, make decisions, and solve problems critically. They learn to evaluate and synthesize information to arrive at solutions. Communication Skills: Students often present their projects to peers, teachers, or even a broader audience. This helps develop communication and presentation skills. Reflection: At the end of a project, students reflect on their learning experiences, identifying what they've learned, what went well, and what could be improved for future projects.

Successful case study of project-based learning?

One of the most successful case studies of project-based learning (PBL) is the High Tech High network of schools in San Diego, California. Founded by Larry Rosenstock in 2000, High Tech High has become a renowned model for PBL implementation. The schools within this network prioritize student-driven, interdisciplinary projects that tackle real-world problems. High Tech High consistently achieves impressive academic outcomes, with students excelling in standardized tests and gaining valuable skills in critical thinking, collaboration, and communication. Its success has inspired many other educational institutions to adopt PBL methodologies and emphasize the importance of authentic, project-based learning experiences.

基於項目的學習 - 如何在 2023 年真正激勵您的學生

什麼是 基於項目的學習? There’s a reason many of us think of classes like art, music, drama as the happiest of our school years.

It’s the same reason that the woodwork rooms, science labs and culinary class kitchens of my school were always the most joyous, productive and memorable places…

孩子們只是喜歡做的東西。

If you’ve ever cleaned up wall “art” or mountains of Lego rubble from your own kid at home, you probably know this already.

活動是一個關鍵 part of a child’s development but is far too often neglected at school. Teachers and curriculums mostly focus on the passive intake of information, either through listening or reading.

但做 is 學習。事實上，一項研究發現，在課堂上積極做事可以提高整體成績巨大的10個百分點, proving that it’s one of the most effective ways to get students learning.

The takeaway is this – 給他們一個項目，看著他們開花.

Here’s how project-based learning works…

Overview

基於專案的學習是什麼時候首次出現的？	1960s
Who pioneer project-based learning technique?	巴羅斯和坦布林

專案式學習概述

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什麼是基於項目的學習？

基於項目的學習 (PBL) 是指一個學生、幾組學生或整個班級參與一項挑戰, 創意, 實現, 支持的, 長期項目。

Those adjectives are emboldened because, frankly, making pipe cleaner animals when there’s 10 minutes left in textiles class doesn’t count as PBL.

對於一個有資格獲得 PBL 的項目，它需要是 5的東西:

具有挑戰性的：項目需要真正的思考才能解決問題。
藝術類：該項目需要有一個開放的問題，沒有 為前線醫護人員打氣，送上由衷的敬意。讓你在送禮的同時，也為香港盡一分力。 正確答案。學生應該自由（並鼓勵）在他們的項目中表達創造力和個性。
可實現：該項目需要能夠使用學生在課堂上應該知道的內容來完成。
支持: 項目需要 feedback along the way. There should be milestones for the project and you should use those to see what stage the project’s at and to give advice.
長期：該項目必須具有足夠的複雜性，才能持續相當長的一段時間：從幾節課到一整個學期。

There’s a reason project-based learning is also called ‘discovery learning’ ‘experiential learning’. It’s all about the student and how they can learn through their own discovery and experience.

難怪他們喜歡它.

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為什麼要基於項目的學習？

致力於任何新的創新的教學方法需要時間，但第一步是問 為什麼？ It’s to see the ultimate aim of the switch; what your students, their grades and 您的回饋。 可以擺脫它。

Here are some of the benefits of project-based learning…

#1 – It seriously works

If you think about it, you might realise you’ve been doing project-based learning your whole life.

學習走路是一個項目，在小學結交朋友，做第一頓可食用的飯菜，弄清楚到底是什麼 定量緊縮 是。

現在，如果你能走路，有朋友，能隱隱約約地做飯，知道高級經濟學原理，你可以感謝你自己的 PBL 把你帶到那裡。

你知道它有效。

As 99% of LinkedIn ‘influencers’ will tell you, the best teachings aren’t in books, they’re in trying, failing, trying again and succeeding.

That’s the PBL model. Students address the huge problem posed by the project in stages, with 很多每個階段的小故障。每一次失敗都會幫助他們了解自己做錯了什麼以及應該做些什麼來糾正錯誤。

It’s the natural process of learning reproduced in school. It’s no surprise there’s a mountain of evidence suggesting PBL is more effective than traditional teaching methods in 數據素養、科學、數學和英語，全部針對二年級至八年級的學生。

任何階段的項目式學習都很簡單有效.

#2 – It’s engaging

所有這些積極結果的大部分原因是孩子們 通過 PBL 積極享受學習.

Maybe that’s a bit of a sweeping statement, but consider this: as a student, if you had the choice between staring at a textbook about photons or building your own tesla coil, which do you think you would get more involved in?

上面鏈接的研究還顯示了學生如何真 get into PBL. When they’re faced with a task that requires creativity, is challenging and is immediately tangible in the real world, their enthusiasm for it skyrockets.

It’s impossible to force students to be interested in memorising information for replication in an exam.

給他們一些東西樂趣動機會自行解決。

#3 – It’s future-proof

A 2013研究 found that half of business leaders can’t find decent job applicants because, essentially, they don’t know how to think.

These applicants are often technically skilled, but lack “basic workplace proficiencies like adaptability, communication skills and the ability to solve complex problems.”

這並不容易教授軟技能 like these in a traditional setting, but PBL allows students to develop them adjacent to what they’re developing in terms of knowledge.

幾乎作為該項目的副產品，學生將學習如何一起工作、如何克服障礙、如何領導、如何傾聽以及如何帶著意義和動力工作。

對於學生的未來，在學校進行基於項目的學習的好處對於他們作為工人和人類來說都是顯而易見的。

#4 – It’s inclusive

Linda Darling-Hammond, leader of President Joe Biden’s education transition team, once said this…

“We used to restrict project-based learning to a very tiny minority of students who were in gifted-and-talented courses, and we would give them what we would call ‘thinking work’. That has exacerbated the opportunity gap in this country.”

琳達達林 - 哈蒙德在 PBL 上。

She added that what we really need is “project-based learning of this kind for 全部 students”.

世界上有很多學校的學生因為社會經濟地位低（低 SES）而受苦。擁有更富裕背景的學生獲得了所有機會並受到他們的推動，而低社會經濟地位的學生則被很好地、真正地保持在模範內。

在現代，PBL 正在成為低 SES 學生的一個很好的平衡器。它讓每個人都在同一個運動場上，並且 解開束縛 them; it gives them full creative freedom and allows advanced and not-so-advanced students to work together on an intrinsically motivating project.

A Edutopia 報告的研究發現當他們轉向 PBL 時，低 SES 學校的增長更大。與使用傳統教學的其他學校相比，PBL 模式中的學生得分更高，學習動力更高。

這種更高的動機是至關重要的，因為這是一個巨大低 SES 學生的課程，學校可以既令人興奮平等的。如果儘早了解這一點，那麼這對他們未來學習的影響是驚人的。

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基於項目的學習示例和想法

上述研究是基於項目的學習的一個很好的例子。

One of the projects in that study took place in Grayson Elementary School in Michigan. There, the teacher introduced the idea of going to the playground (enthusiastically taken up by his 2nd grade class) to list all the problems they can find.

They got back to school and compiled a list of all the problems the students found. After a bit of dicsussion, the teacher suggested they write a proposal to their local council to try and get it fixed.

瞧，議員蘭迪·卡特（Randy Carter）出現在學校，學生們全班向他提出了建議。

您可以在下面的視頻中親自查看該項目。

所以 PBL 在這個社會研究課上很受歡迎。學生們很積極，他們想出的結果對於一所二年級的高貧困學校來說是驚人的。

But what does PBL look like in other subjects? Check out these project-based learning ideas for your own class…

建立自己的國家 – Get together in groups and come up with a brand new country, complete with location on Earth, climate, flag, culture and rules. How detailed each field is is down to the students.
設計旅遊行程 – Pick any place in the world and design a tour itinerary that goes to all of the best stops over multiple days. Each student (or group) has a budget that they must stick to and must come up with a cost-effective tour that includes travel, hotels and food. If the place they pick for the tour is local, then they could possibly even 領導現實生活中的旅行。
申請您所在的城鎮舉辦奧運會 – Make a group proposal for the town or city you’re in to host the Olympic games! Think about where people will watch the games, where they will stay, what they will eat, where the athletes will train, etc. Each project in the class has the same budget.
設計藝術畫廊活動 – Put together a program of art for an evening, including art to be shown and any events to be held. There should be a little placard describing each piece of art and a thoughtful structure to their arrangement throughout the gallery.
為癡呆症患者建造療養院 - 癡呆症村正在上升。學生們了解是什麼造就了一個好的癡呆症村，並自己設計了一個，配備了所有必要的設施，讓居民在一定的預算下更快樂。
製作迷你紀錄片 – Take a problem that needs solving and make an exploratory documentary of it, including script, talking head shots and whatever else students want to include. The ultimate aim is to phrase the problem in different lights and offer a few solutions for it.
設計一個中世紀小鎮 – Research the lives of medieval villagers and design a medieval town for them. Develop the town based on existing conditions and beliefs at the time.
復活恐龍 – Make a planet for all the dinosaur species so that they can co-habit. There should be as little inter-species fighting as possible, so the planet needs to be organised to ensure maximum chances of survival.

3 級到出色的基於項目的學習

所以你對一個項目有一個好主意。它符合所有條件，您知道您的學生會喜歡它。

是時候分解你的 PBL 的外觀了整體, 每隔幾週 每節課.

查看大圖

This is the start – the ultimate goal for your project.

當然，沒有多少老師可以自由選擇一個隨機項目並希望他們的學生在項目結束時學到一些抽象的東西。

根據標準循環，到最後，學生必須時刻 show understanding of the topic you’ve been teaching them.

When you’re planning the project to give to your students, keep that in mind. Make sure that the questions that arise and the milestones reached along the way are in some way 與項目的主要目標相關，並且最終到達的產品是對原始任務的可靠響應。

It’s all too easy to forget this on the journey of discovery, and let students get a little 太 creative, to the point that they’ve completely mangled the main point of the project.

So remember the end goal and be clear about the rubric you’re using to mark your students. They need to know all of this for effective learning.

中間地帶

中間地帶是您將擁有里程碑的地方。

Peppering your project with milestones means that students are not left completely to their own devices from start to finish. Their end product will be more closely aligned with the goal because you’ve provided them with 每個階段都有不錯的反饋.

至關重要的是，這些里程碑檢查通常是學生感到有動力的時候。他們可以記錄項目的進度，獲得有用的反饋並將新想法帶入下一階段。

因此，請查看您的整個項目並將其分解為多個階段，並在每個階段結束時進行里程碑檢查。

日常

When it comes down to the nitty gritty of what students do during your actual lessons, there’s not much you need to do 除了記住你的角色.

你是整個項目的推動者；你想讓學生盡可能多地做出自己的決定，這樣他們就可以獨立學習。

With that in mind, your classes will mostly be…

重申下一個里程碑和總體目標。
在表之間來回切換，檢查組的進度。
提出有助於將學生推向正確方向的問題。
讚美和激勵。
確保無論學生需要什麼（在合理範圍內），他們都能擁有。

確保完成這 5 項任務會讓你成為一個很好的配角，而主要的明星，學生，將在實踐中學習。

步入專案式學習

做得對，基於項目的學習可以成為 全能革命 在教學中。

研究表明，它可以顯著提高成績，但更重要的是，它灌輸了一種 好奇心 在您的學生中，這可以為他們未來的學習提供出色的服務。

If you’re interested in giving PBL a bash in your classroom, remember to 從小處著手.

You could do that by trying a short project (maybe just 1 lesson) as a trial and observing how your class performs. You could even give students a quick survey afterwards to ask them how they felt it went and whether or not they’d like to do it on a larger scale.

另外看看有沒有 其他老師 在你的學校，誰想嘗試 PBL 課程。如果是這樣，您可以坐下來為每個班級設計一些東西。

But most importantly, don’t underestimate your students. You might just be surprised at what they can do with the right project.

常見問題

基於專案的學習的歷史？

以專案為基礎的學習 (PBL) 源自於 20 世紀初的進步教育運動，約翰杜威等教育家強調透過實務經驗進行學習。然而，隨著教育理論家和實踐者認識到 PBL 在培養深刻理解和 20 世紀技能方面的有效性，PBL 在 21 世紀和 21 世紀獲得了巨大的關注。近幾十年來，PBL 已成為 K-12 教育和高等教育中流行的教學方法，反映了向以學生為中心、基於探究的學習的轉變，強調現實世界的問題解決和協作。

什麼是基於項目的學習？

以專案為基礎的學習（PBL）是一種教學方法，注重學生參與現實世界、有意義的實踐項目，以學習和應用知識和技能。在 PBL 中，學生需要在很長一段時間內處理特定的專案或問題，通常涉及與同儕的協作。這種方法旨在促進主動學習、批判性思考、解決問題以及獲得學術和實踐技能。

基於專案的學習的主要特徵是什麼？

Student-Centered: PBL places students at the center of their learning experience. They take ownership of their projects and are responsible for planning, executing, and reflecting on their work.
真實任務： PBL 中的專案旨在模仿現實世界的情況或挑戰。學生經常從事特定領域的專業人士可能遇到的任務，使學習體驗更加相關和實用。
跨學科： PBL 通常整合多個學科領域或學科，鼓勵學生應用各領域的知識來解決複雜的問題。
基於查詢： PBL 鼓勵學生獨立提出問題、進行研究並尋求解決方案。這會激發好奇心並加深對主題的理解。
合作： 學生經常與同儕合作，劃分任務，分擔責任，並學習如何在團隊中有效工作。
批判性思考： PBL 要求學生批判性地分析資訊、做出決策和解決問題。他們學習評估和綜合資訊以得出解決方案。
溝通技巧： 學生經常向同學、老師甚至更廣泛的受眾展示他們的專案。這有助於培養溝通和表達能力。
反射： At the end of a project, students reflect on their learning experiences, identifying what they’ve learned, what went well, and what could be improved for future projects.

基於專案的學習的成功案例研究？

基於專案的學習 (PBL) 最成功的案例研究之一是加州聖地亞哥的高科技高中網路。 High Tech High 由 Larry Rosenstock 於 2000 年創立，現已成為 PBL 實施的著名典範。該網絡內的學校優先考慮以學生為主導、解決現實世界問題的跨學科計畫。 High Tech High 始終取得令人印象深刻的學術成果，學生在標準化考試中表現出色，並獲得了批判性思維、協作和溝通方面的寶貴技能。它的成功啟發了許多其他教育機構採用 PBL 方法，並強調真實的、基於專案的學習體驗的重要性。