【作 者】：
桑国元， 王佳怡
【关 键 词 】：
数字技术； 项目式学习； 教学变革； 技术整合； 生态系统
【栏 目】：
理论探讨
【中文摘要】：
教育强国建设离不开教育数字化和学校育人方式变革。随着国家教育数字化战略的推进，项目式学习作为育人方式变革的重要引擎，在数字技术支持下展现出新的发展潜能。为探讨数字技术赋能项目式学习的新样态，文章首先梳理了数字技术应用于项目式学习的实践成效，指出其在促进学生知识建构、丰富学生项目体验与发展学生高阶能力方面的积极作用，同时也揭示出技术功能与项目式学习目标的表层耦合、技术整合与项目式学习实施的生态断层以及教师在数字化项目式学习中的角色焦虑等现实困境。其次，从项目情境、项目脚手架、项目协作、项目评价四个方面厘清了从物理场域到虚实共生、从群体同步到精准适配、从线性层级到分布式网络、从主观判断到可视化分析的四重逻辑理路。最后，基于生态系统理论建构了项目式学习的数字化生态系统，从宏观层面到微观层面分别对应项目式学习的数字化理念、区域资源、数字化平台及实践共同体。
【英文摘要】：
Building an education powerhouse cannot be achieved without educational digitization and the transformation of school educational approaches. With the advancement of the national educational digitalization strategy, project-based learning (PBL), as a pivotal engine for transforming educational approaches, has demonstrated new developmental potential under the support of digital technologies. To explore the emerging paradigms of project-based learning empowered by digital technologies, this study first reviews the practical outcomes of applying digital technologies to project-based learning, pointing out their positive roles in facilitating students' knowledge construction, enriching student project experiences, and fostering students' higher-order abilities. It also reveals current dilemmas such as the superficial coupling between technological functions and PBL objectives, the ecological disconnect between technology integration and PBL implementation, and teachers' anxieties in digitally-enhanced PBL. Secondly, this study clarifies four logical paths from four aspects: project context, project scaffolding, project collaboration, and project evaluation. The paths include shifting from physical domains to virtual-real symbiosis, moving from group synchronization to precise adaptation, evolving from linear hierarchy to distributed networks, and transitioning from subjective judgment to visual analysis. Finally, drawing upon the ecosystem theory, a digital ecosystem for project-based learning is constructed, corresponding respectively to the digital philosophy of project-based learning, regional resources, digital platforms, and communities of practice at the macro level and the micro level.