中学英语项目式学习(PBL)教学成效研究——基于近十年国内外文献综述
A Study on the Teaching Effectiveness of Project-Based Learning (PBL) in Middle School English—A Review of Domestic and Foreign Literature in the Past Decade

本研究基于近十年(2014~2024)国内外实证文献，系统分析中学英语项目式学习(PBL)的教学成效、文化差异及影响机制。研究发现，PBL对语言能力和非语言能力均有显著促进作用，尤其在真实情境任务中成效更优。国内外实践存在显著差异：国外以“真实问题解决”为核心，强调学生自主学习；国内依托教材主题，通过教师支架实现学科融合。教师专业能力、项目设计的“学科–现实”平衡及资源支持是成效关键变量。研究指出，国内需通过分层培训模式提升教师能力，采用适应性项目设计平衡自主性与学科目标，并借助技术工具优化过程性评价。未来研究应聚焦长周期追踪、特殊群体适配及认知机制解析，推动PBL常态化实施，为培养全球胜任力语言人才提供路径支持。
This study systematically analyzes the teaching effectiveness, cultural divergences, and influencing mechanisms of Project-based Learning (PBL) in middle school English education through a review of empirical literature from 2014 to 2024. Findings reveal that PBL significantly enhances both linguistic competence and non-linguistic skills, and it performs even better in real-life situational tasks. Notable divergences exist between domestic and international practices: global implementations prioritize student autonomy in real-world problem-solving, while Chinese practices emphasize curriculum-aligned thematic scaffolding for interdisciplinary integration. Key determinants of effectiveness include teacher expertise, the equilibrium between disciplinary rigor and real-world relevance in project design, and institutional resource allocation. The study proposes a tiered teacher training framework, adaptive project design balancing learner agency with curricular goals, and technological tools-enhanced formative assessment. Future research should focus on longitudinal effect tracing, cognitive mechanism decoding, and inclusive adaptations for diverse learners, promoting the normalization of PBL implementation, and providing path support for cultivating global competence language talents.