【作 者】：
张文兰， 胡 姣
【关 键 词 】：
项目式学习； 学习作用； 学业成就； 元分析
【栏 目】：
课程与教学
【中文摘要】：
项目式学习（PBL）是一种基于建构主义理论的学习模式，随着世界范围内面向核心素养的基础教育改革广泛推进及信息技术的迅速发展，项目式学习受到了广泛关注，但项目式学习是否真的能提高学生的学业成就？项目式学习的学习作用到底如何？目前尚存在争议，其教育应用的可靠性及有效性值得进一步探索。文章采用元分析法，对国内外近十年有关项目式学习的学习作用效果的实验研究进行梳理分析。研究发现：整体而言，项目式学习对学习具有促进作用，其影响效果在不同学业成就上不存在差异。研究进一步从学习者学段、实验周期、实验学科和技术类型数四类调节变量维度，对项目式学习的学习作用做了更细化、更深入地分析。最后，在对文献深入阅读的基础上，结合元分析结果，提出了促进项目式学习有效设计和实施的条件。
【英文摘要】：
Project-based learning(PBL) is a kind of learning model based on constructivism theory. With the worldwide reform of education oriented to core literacy and the rapid development of information technology, project-based learning has been widely concerned. But can project-based learning really improve students' academic achievements? What is the function of project-based learning for learning? The reliability and effectiveness of education applications of project-based learning deserve further exploration. In this paper, a meta-analysis method is used to analyze the empirical research on the effect of PBL in the past ten years at home and abroad. The study finds that on the whole, project-based learning has a positive effect on learning, and there is no difference in its effects on different academic achievements. The research further analyzes the learning effect of PBL from four categories of learner segments, experimental cycles, experimental subjects and technical types. Finally, on the basis of in-depth reading of the literature, combined with the results of meta-analysis, this paper proposes the conditions for effective design and implementation of project-based learning.