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1、5 Important Keys To Project-Based Learning项目式学习的项目式学习的5个关键要点个关键要点Well-designed project-based learning (PBL) has shown to result in deeper learning and engaged, self-directed learners.精心设计的项目式学习有利于学生更深入的学习和自主学习。Establishing Real-World Connections In Projects1.关键要点建立项目与现实生活的联系Students are more engaged
2、 when their learning relates directly to the world they live in.当学生学习的知识贴近现实生活，他们便能更好的投入到学习中。Building Rigorous Projects That Are Core To Learning2.关键要点严谨的项目是学习的关键Project-based learning doesnt mean leaving standards behind. You can plan projects that challenge your students and align with core learni
3、ng goals.项目式学习并不意味着背离课程标准。老师给学生设计的项目要与学习目标保持一致。Structuring Collaboration For Student Success3.关键要点组织学生进行合作学习Project-based learning provides opportunity to help students practice critical thinking, collaboration, communication and creativity.项目式学习可以让学生进行批判性思维，提高合作、交流能力和创造力。Helping to Facilitate In A
4、Student-Driven Project4.关键要点辅助开展由学生引导的项目When students are directly involved in planning and steering projects, students become more invested in their learning.当学生直接参与到项目的规划和执行时，会更加主动地投入到学习中You Can Embed Assessment Throughout The Project5.关键要点在项目进行中随时评估Assessment can be integrated seamlessly into pro
5、ject-based learning.评估要与项目学习自然地融合到一起Expert Milton Chen项目式学习范例Video 录像Project-Based Learning Essentials项目式学习的要素项目式学习的要素Essential Characteristics of Project-Based Learning项目式学习的必要特性Anchor锚定问题锚定问题An introduction and background information to set the stage and generate interest.介绍背景信息，引起学生对本项目的兴趣。Collab
6、orative Teamwork团队合作团队合作Collaborative teamwork is essential in PBL experiences and is emphasized by every proponent of PBL as one way to make learning experiences more authentic.团队合作是项目式学习中必不可少的体验，同时也是每一位项目式学习的提倡者所强调的让学习体验更加贴合实际。Essential Characteristics of Project-Based Learning项目式学习的必要特性Driving Qu
7、estion导引问题导引问题The driving question should both engage students attention and focus their efforts.导引问题应不仅能够吸引学生的注意力，还能确保学生的努力方向无偏差。Feedback and Revision反馈与修正反馈与修正Scaffold assistance should be routinely provided either by the teacher or within the collaborative instructional process. Feedback can be b
8、ased on either teacher or peer evaluations.老师应当在项目进行中给个人或小组常规的修正指导。反馈来源于老师或学生间的相互的评价。Essential Characteristics of Project-Based Learning项目式学习的必要特性Inquiry and Innovation探究与创新探究与创新Within the broader driving question, the group will need to generate additional questions focused more 在导引问题的基础上，团队成员需要进一步
9、思考与探索。Opportunities for Reflection为学生提供反思的机会为学生提供反思的机会Creating opportunities for student reflection within various projects is stressed by all proponents of PBL specifically on project tasks.所有项目式学习的提倡者皆强调，在完成项目式学习的阶段性任务过程中，应当给学生提供反思的机会。.Essential Characteristics of Project-Based Learning项目式学习的必要特性P
10、rocess of Investigation探究过程探究过程Guidelines for project completion and artifact generation can be used to frame the project. The group may also develop time lines and specific goals for completion of various aspects of the project.项目由完整的计划和最终完成的手工作品构成。小组成员还可以制定时间表和针对项目各方面的具体目标。Publically Presented Pro
11、duct公开成果展示公开成果展示PBL projects are intended to be authentic examples of the types of problems students confront in the real world, so some public presentation of project results is a critical emphasis within PBL.项目式学习的目的是解决学生在现实生活中所遇到的不同类型的问题与困难，所以项目最终的公开成果展示尤为关键。Essential Characteristics of Project-B
12、ased Learning项目式学习的必要特性Student Voice and Choice学生的意愿与选择学生的意愿与选择Students should have a voice in some aspects of how the project might be undertaken and be encouraged to exercise choices throughout.学生对于项目的某些方面应该如何进行操作应当有一定的发言权。同时老师应鼓励学生将其想法应用于实践当中。How Does PBL Fit into the Curriculum项目式学习如何契合具体的课程内容项目
13、式学习如何契合具体的课程内容The first decision will be: is the PBL project adjunct to one or more units or is the PBL project intended to serve as a replacement for unit-based instruction? Teachers may feel more comfortable with the adjunct as this is what usually happens.首先要确定的问题是：项目是接连一个单元还是多个单元的学习内容？亦或是替代基于单元内
14、容的教学活动。如果（项目式学习）被看做是辅助教学的手段，那么老师会感到更加轻松一些，因为这种情况很常见。A comparison传统教学和项目式学习的比较 传统的教学的教学项目式学目式学习1.学生听有关货币与财政政策的课2.学生完成一个关于牛顿定律的任务单3.学生针对经济大萧条写一份报告1.学生试图拯救这次经济危机，类似1970年石油禁运事件2.小组合作，设计一项能在月球上进行的体育运动3.团队合作建立一个博物馆展览，记录在1930年（经济大萧条期间）少数人种群体的经历与体验The PBL Process 项目式学习的过程Video录像Steps in a Project-Based Lear
15、ning Instructional Project项目式学习的教学步骤项目式学习的教学步骤I. Introduction and Team Planning the PBL Project1.教学步骤介绍并合作设计项目v Review anchor and reflection on driving question 学生回顾锚定问题，反思导引问题v Class-wide brainstorming on specific research questions全班范围内针对具体研究的问题进行头脑风暴vAssign teams for the PBL experience 老师为学生分组vSe
16、t goals and develop time lines 老师和学生设定目标并制定时间表vDivision of labor on research questions (everybody has a role) 老师针对研究问题给学生合理分工（每名成员应担任的角色与工作）vAssignment of required artifacts and products 老师分配学生完成手工作品和最终项目成果（成品）School wide planning process at Sherman Elementary谢尔曼小学的项目式学谢尔曼小学的项目式学习规划过习规划过程程Example范例年
17、级导引问题给家长展示展示内容概要所需资料II. Initial Research Phase: Gathering Information2.教学步骤最初研究阶段：收集信息vWeb searches completed at this point 学生在网上搜集有关这个研究问题的信息vInterviews with locals学生采访当地人（居民、专家）vReview/identify other resources (e.g., YouTube, newspaper, books, media center)查阅核实其他相关资源（视频网站、报纸、书刊和媒体中心等）vMini lessons
18、 on specific topics might be offered 老师可针对具体的研究话题，给学生上一节专题指导课程vEvaluation of information. Is it relevant for the PBL project?学生评估信息，判断是否与该项目有关联Apps for Project Based Learning 项目学习相关APP应用PinterestSimpleMindEvernoteTrelloVoiceThreadFlipBoard III. Creation, Development, Initial Evaluation of Presentati
19、on, and Prototype Artifacts3.教学步骤最终项目展示和手工作品的创作、发展与初步评估vStoryboard development 制作项目进度表vBegin downloading videos, images 下载影像、视频资料vDevelop initial presentation and artifacts 准备解说和手工作品IV. Second Research Phase4.教学步骤第二阶段的研究vSeek additional information to develop prototypes more fully学生搜集更多的信息以使项目顺利进行vM
20、ini lessons on specific topics might be offered老师针对具体的研究话题，给学生上一节专题指导课程vRevision of prototypes and storyboard with new information 学生完善手工作品，并将新信息记录在项目进度表上V. Final Presentation Development5.教学步骤准备最终的展示vStoryboard revision/additions项目进度回顾并补充vSome write, some speak, some videotape, some edit, some do a
21、rt, etc.形式：文字性报告、口头汇报、视频资料等VI. Publication of Product or Artifacts6.教学步骤成果的公开展示vFinal class wide evaluation (maybe even a peer evaluation)班级内的最终评估vPublication of projects项目成果的公开展示与发表项项目目梗梗概概展展示示评评估估表表项目是否满足以下要求？用多媒体辅助项目式学习具有挑战性公众展示媒体信息资源选择探究创新Common Misconceptions About Project Based Learning对项目式学习的
22、常见误解对项目式学习的常见误解Project Based Learning or Problem Based Learning? 基于项目的学习还是基于问题的学习？有什么不同？基于项目的学习基于项目的学习1.个人或者小组的形式2.教师提出问题3.教师确定行动步骤4.得到成果共同点共同点1.教师引导2. 以学生为中心3.联系现实生活4.主动学习5.自我和同伴间评估基于问题的学习基于问题的学习1. 小组的形式2.学生提出问题3.学生确定行动步骤4.得到解决方法5.元认知基于问题的学习方式中，学生在学习过程中有更多主动权。基于问题的学习方式中，学生在学习过程中有更多主动权。Misconception
23、 # 1误解1Project Based Learning isnt standards-based. It focuses on “soft skills” such as critical thinking and collaboration, but ignores content.误解：项目式学习并非是基于标准化课标的学习，它注重的是误解：项目式学习并非是基于标准化课标的学习，它注重的是“软技能软技能”例如批判性思维和合作，忽略具体的学习内容例如批判性思维和合作，忽略具体的学习内容Fact Check: The major projects that students create r
24、equire demonstration of knowledge and an understanding of major concepts, and should be assessed in terms of standards. PBL melds the teaching of critical thinking skills with rich content, because students need something to think critically about. PBL cannot be taught independent of content.事实事实：学生
25、需要通过研究项目展现所学知识和对于主要概念的理解。老师基于课程标准对项目进行评价。项目式学习以丰富的教学内容锻炼学生的批判性思维能力。项目式学习不能脱离学科知识内容而进行。Misconception # 2误解2Young children are not ready for rich content. There isnt enough instructional time for science and social studies-focused projects. We need to teach basic literacy and math skills first.误解：针对复杂
26、的知识内容，年幼的儿童还不能足够的接受与掌握。我们没有充分的教学时间教授学生项目式学习误解：针对复杂的知识内容，年幼的儿童还不能足够的接受与掌握。我们没有充分的教学时间教授学生项目式学习中涉及的科学和社会学知识。应该先教基本的语文和数学知识。中涉及的科学和社会学知识。应该先教基本的语文和数学知识。Fact Check: Knowledge plays a very important role in early literacy. For students to build reading comprehension skills they need to develop broad cont
27、ent knowledge across domains, including science and social studies. In elementary school, content-rich projects build background knowledge that influences comprehension. Projects can also increase student motivation to read, write and learn mathematics.事实：事实： 知识在早期读写中扮演了很重要的角色。对于学生而言，要想提高阅读能力需大量学习各学
28、科知识，如科学、社会学等。在小学阶段，项目可以丰富学生的知识，同时增强理解能力的发展。项目还能激发学生对阅读、写作和数学学习的积极性。Misconception # 3误解3A project takes too much time.误解：项目需要花费大量的时间误解：项目需要花费大量的时间Fact Check: PBL projects do take time, but it is time well spent. A project is not meant to cover a long list of standards, but to teach important standard
29、s in greater depth. The key is to design a project well, so it aligns with standards and time is managed effectively.事实：事实：项目式学习需要花费一定时间，但确是值得的。一个项目并不需要覆盖很多课程标准，但是可以针对重要的课标在学习深度上进行扩展。关键是要把项目设计好，符合课标的同时还要有效的管理时间。Misconception # 4误解4Project Based Learning projects are for older students or fluent Engl
30、ish speakers or for those who dont have learning disabilities.误解：项目式学习只适合年龄稍大的学生或者英语口语流利的学生或者有一定学习能力的学生误解：项目式学习只适合年龄稍大的学生或者英语口语流利的学生或者有一定学习能力的学生Fact Check: Project based Learning is for all students preschool thru Grad school. Inquiry is a powerful and motivating learning process. Projects are effec
31、tive for English Language Learners because reading and writing is purposeful and connected to personally meaningful experiences. Students with disabilities use the same support strategies they would usually use such as differentiation, modeling more time and extra scaffolding. Projects can provide E
32、nglish Language Learners and students with disabilities with chances to show their strengths and feel included in the classroom.事实：事实：项目式学习适用于所有年龄段的学生。探究是强大且有一定激励性的学习过程。项目式学习同样适用英语学习者，因为项目过程中的阅读、写作都是有目的性的，且与个人经历相关联。针对学困生老师同样可以利用一些辅助性的策略，例如进行分层教学，多做示范和用更多要求引导他们的学习方向。项目式学习可以给英语学习者和学困生展示自己优势的机会，并提高他们在班
33、级的存在感。Examples of PBL Projects项目式学习的案例Cells Gone Wild项目式学习的案例videoPBL Project Example (Primary) : Plant Growth项目式学习的案例（初级）：植物生长 3. What is happening in the various stages? 植物在不同阶段发生了什么？ Students will need access to the following: 学生们需要以下资源：学生们需要以下资源： 1. Computers with Microsoft Office, PowerPoint, E
34、xcel or another spreadsheet, videos, and cameras. 装有微软办公系列的电脑，摄像机和照相机。 2. Websites with information about plant life. 有植物生命信息的网站 Anticipated artifacts: 预计的成果（作品）预计的成果（作品） 1. A one-page summary of each stage of the plants life cycle, complete with pictures or video showing the stage. 植物生命周期各阶段的总结（一页纸
35、），配有图片和视频展示。 2. A time-lapse video of plant growth (obtain from Internet if possible). 一段延时拍摄的视频（可能的话从互联网获取） 3. An organized presentation including PowerPoint or video presentation(s) summarizing the stages of plant life. 通过幻灯片或视频来讲解植物生命周期的各个阶段。Anchor: How do plants grow?锚定问题： 植物是怎样生长的？Driving Quest
36、ions: Information We Need To Find. How can we present the life of a plant and the importance of the changes that take place in the spring?导引问题：我们需要找到的信息。怎样描述植物生命和植物在春天里发生的重要变化？Tasks to be accomplished 任务：任务：Students will work in groups together to accomplish several tasks;学生分组完成以下任务：1.Identify and d
37、escribe the stages of plant life. How many are there? How are the stages of life defined?辨别并描述植物生命的阶段。分为几个阶段？每个阶段是怎么定义的？2.What do plants look like in various stages? Obtain pictures showing the stages? How can we show that?不同阶段的植物是什么样子？获得展现植物不同阶段的图片？我们怎样展现？PBL Project Example (Third Grade) Parkland
38、on Display项目式学习的案例（三年级）帕克兰迪社区 Anchor: How do we let people know about our community? 锚定问题锚定问题：如何让人们了解我们的社区？ Driving Question: How can we preserve and share historical and cultural wealth of the Parkland Kentucky community? 导引问题导引问题：我们是怎样保护帕克兰迪肯塔基社区并共享社区文化财富的？ Project Management: The third grade team
39、 began the PBL project with a neighborhood walk followed by a short slide presentation. Students were challenged to find a variety of historical locations during their walk. A local state representative accompanied the students on the walk sharing his knowledge of the community. Students were presen
40、ted with the driving question and a packet of documents, articles, maps and photographs. This would be used as their reading for the duration of the PBL project. 项目管理：项目管理：三年级组以在社区内散步的形式开展项目式学习，之后需要用幻灯片做一个简短的报告。学生们要在散步过程中找到历史遗址。一名本州的代表会陪同学生，并分享他所了解的社区知识。学生会拿到项目的阅读材料：导引问题、评论文章、地图和照片。The next activity
41、 involved a field experience involving a famous resident of the neighborhood, champion boxer Muhammad Ali. Students visited The Muhammad Ali Center. Students learned to use a variety of ways of gathering information writing notes, taking photos, drawing, and videotaping. Critical thinking was the ke
42、y because students had to relay their insights on how hey could create engaging museum displays.下一个实操活动是关于拳击冠军-默罕默德阿里。学生们参观默罕默德阿里中心，学习如何使用多种方式来搜集信息：包括做笔记、拍照片、素描和拍摄视频。运用批判性思维是关键，因为学生们需要运用他们所了解的信息完成博物馆展览项目。Students were split into four teams so they could focus on the following four areas:学生们分成四组，分别进行
43、以下工作：Students in this group who focused on people wrote biological sketches of famous residents, such as Muhammad Ali, T. Maupin and Lymon T. Johnson.人物组的学生们草拟社区中著名人士的人物传记，比如默罕默德阿里、莫平和莱蒙杰佛逊。Students in this group who focused on places created a brochure for a walking tour of the neighborhood, photo
44、exhibits, and replicas and drawings of famous architectural structures. 地点组的学生们制作社区的导游册，布置相片展，制作著名建筑的模型或素描。Students in this group who focused on events created a timeline, using Comic Life and Photostory 3, showing highlights of events that reshaped the neighborhood. 事件组的学生们制作时间表，用“漫画”和“照片”的形式展现对社区有
45、重大影响的事件。Students in this group who focused on commercial development created, conducted and graphed the results of a survey about businesses that exist and that residents would like to see. The students also mapped the commercial district and made videos highlighting their interviews with current bu
46、siness owners.商业组的学生们调研了社区居民关注的现有商业活动，并且将调研结果制图展示。此外，学生们还制作商业区地图，采访企业家们，并制成视频。 The museum exhibit showcased in the library media center where all students work was displayed. 学生们的成果在图书馆的多媒体中心展出。PBL Project Example: Third Grade Parkland on Display Cont.项目式学习的项目案列：三年级学生的帕克兰迪社区项目案例 续Students were split
47、 into four teams so they could focus on the following four areas:学生们分成四组，分别进行以下工作：Students in this group who focused on people wrote biological sketches of famous residents, such as Muhammad Ali, T. Maupin and Lymon T. Johnson.人物组的学生们草拟社区中著名人士的人物传记，比如默罕默德阿里、莫平和莱蒙杰佛逊。Students in this group who focuse
48、d on places created a brochure for a walking tour of the neighborhood, photo exhibits, and replicas and drawings of famous architectural structures. 地点组的学生们制作社区的导游册，布置相片展，制作著名建筑的模型或素描。Students in this group who focused on events created a timeline, using Comic Life and Photostory 3, showing highligh
49、ts of events that reshaped the neighborhood. 事件组的学生们制作时间表，用“漫画”和“照片”的形式展现对社区有重大影响的事件。Students in this group who focused on commercial development created, conducted and graphed the results of a survey about businesses that exist and that residents would like to see. The students also mapped the comm
50、ercial district and made videos highlighting their interviews with current business owners.商业组的学生们调研了社区居民关注的现有商业活动，并且将调研结果制图展示。此外，学生们还制作商业区地图，采访企业家们，并制成视频。 The museum exhibit showcased in the library media center where all students work was displayed. 学生们的成果在图书馆的多媒体中心展出。PBL Project Example: Fifth Gr
51、ade Selling a Cell项目式学习的案列（五年级）：卖掉一部手机vThe teacher coached students to create a list of questions with the heading What Do we Need To Know? An important question was How many service plans are there and how are they different? Which plans are the most popular? Which plan is the cheapest? And How man
52、y minutes per month would we need? 老师指导学生们将问题列表，题目为我们需要知道什么信息？其中一个重要问题是有多少个可选的服务套餐，它们的区别是什么？哪个套餐最受欢迎？哪个套餐最便宜？我们每个月需要打多长时间的电话？vAfter discussing the project details including the team and individual products to be completed, the project calendar, and format for presentations. Students were put into te
53、ams of four. Students began their first task to survey their peers to find out the average number of minutes and text messages used per month. 在讨论项目细节（将要进行的小组和个人任务，日程表，解说形式）之后，学生四人一组开始进行第一项任务，调查同龄人每月平均使用手机的时间和短信数量。vStudents then had to work on an individual task to find out from their parents what c
54、ell phone service and plans were used at their homes. Teams brought back their data and factored that into their teams considerations.然后学生们分别从自己的父母那里了解家里使用的手机服务套餐。将得到的信息汇总到小组进行探讨。vEach team created PowerPoint slides to display their survey and interview data. Students then did a brief presentation t
55、o the class at the end of the first week.每个小组用幻灯片来展现调查结果。然后学生们在第一个星期的末尾做一个简短的解说。vStudents brainstormed another set of questions they would use when two cell phone company representatives visited their classrooms.学生们集思广益对将要来访的2位手机公司代表提出另一组问题vThe teacher taught Math lessons such how to make sense of d
56、ifferent cell phone plans and plot the data on a graph.老师教授数学课，内容举例：选择不同的手机套餐时应注意哪些内容？将得到的数据制成图表。Anchor: How do we know which cell phone plan to choose?锚定问题锚定问题：怎样选择手机套餐？Driving Question: Which cell phone service plan best meets the needs of my family?导引问题导引问题：哪种手机套餐最符合我家的需求？Project Management: The
57、teacher launched the PBL project by sharing the following problem-solving scenario.项目管理项目管理：老师通过让学生解决下面的情景问题来引出项目vYour parents cell phone service contract is about to expire. Your birthday is fast approaching and you feel it is the perfect opportunity to ask for a cell phone. Your parents have agree
58、d to consider this purchase and add you to their plan. However, they need you to investigate what service plans are available. They are willing to contribute $50.00 toward a cell phone which includes start up fees, and an additional $20.00 more per month on the new contract. You are to evaluate each
59、 plan and make a presentation to your parents with your recommendation. 父母手机合约将要过期。而你的生日马上就要到了，这是一次得到手机的好机会。父母已经同意考虑给你买手机并把你加入到家庭合约当中。但是他们让你来研究合适的手机服务套餐。父母希望在这部手机上花费50元用于基础套餐，还需要花额外的20元买附加套餐。你将要对每个附加套餐进行评估，并且把自己的建议讲解给父母。PBL Project Example: Fifth Grade Selling a Cell项目式学习的案列（五年级）：卖掉一部手机vThe second w
60、eek focused on how individual students could apply what they were learning to their own families situations.第二周关注每个学生是否可以将所学到的知识应用到家庭实际情况中。vThe teacher showed students the rubric that would be used to score their 5 minute slide presentations. Students practiced their presentations with their groups
61、and then scored themselves using the rubric the teacher had given them. 老师给学生们演示用于5分钟展示的评分标准。各组学生练习展示并且根据老师的评分标准给自己打分。vParents were invited to the students presentations. Students teams were split up into different rooms where guest scorers listened to their presentations and scoring them using the
62、rubric.邀请家长们参加学生的解说展示会。各小组被分到不同的教室进行解说展示，由家长根据评分标准给他们打分。From Worms to Wall Street项目式学习的项目案例Video视频Spotlight Project Based Learning Projects聚焦项目Kindergarten: Science, Language Arts, Art幼儿园：科学、英语和艺术幼儿园：科学、英语和艺术This project takes place in a rural school in Kentucky and is a good example of a project in
63、 which children create an authentic project an illustrated book about local animals, to be displayed at a local government office.这个项目是一个很好的例子，项目在肯塔基州的一个乡村学校里进行。孩子们研究当地的动物，并编辑成书在当地政府办公室展示。This PBL project is stepped out in more detail later in this PowerPoint presentation. 后面会详细说明此项目First Grade: Soc
64、ial Studies, Language Arts一年级：社会学和英语一年级：社会学和英语This is an example of a project in which students investigate and solve a real-world problem: deciding what rules should govern behavior in their school, lunchroom, and other areas, and making other students aware of these rules.这是一个学生通过项目式学习解决现实生活中问题的例子
65、：学生商讨在学校中、餐厅和其他场所应该制定哪些行为准则，并让学生都了解这些准则。Spotlight Project Based Learning Projects聚焦项目Second/Third Grade: Social studies, Language Arts, Math: Pizza Shops and The World of Work.2/3年级：社会科学、英语、数学：年级：社会科学、英语、数学：披萨店和职场披萨店和职场A project from an urban school in Boston in which students create an event runnin
66、g a pizza restaurant out of their classroom with the added dimension of thinking critically about what it means.这个项目来源于波士顿市的一所城市学校。活动内容：在教室外开一个披萨店Third Grade: Social Studies, language Arts:Parkland on Display.3年级：社会科学、英语年级：社会科学、英语帕克兰迪社区帕克兰迪社区This is an example of the popular “museum exhibit” type of
67、 project that presents information to the community. From a school in Louisville, Kentucky, this multifaceted project is carried out by all four third grade classrooms working together.这是一个热门的“博物馆展览”形式的项目，目的是将信息展示给当地社区。肯塔基州的一所学校中三年级4个班的学生集体完成了这个项目。This PBL project is stepped out in more detail later
68、 in this PowerPoint presentation.后面会详细说明此项目Spotlight Project Based Learning Projects聚焦项目Fourth Grade: science, Social Studies, Language ArtsThe Shrimp Project4年级：科学、社会学、英语年级：科学、社会学、英语虾虾This is an example of an ambitious, lengthy project that was designed in advance by the teacher, but which sprang f
69、rom the students real desire to do something about an environmental issue they learned about.此项目由老师设计，灵感来源是学生根据所学知识，想为改善环境作出自己的努力。Fifth Grade: Math5年级：数学年级：数学A classic math project to teach algebra and pre-algebra concepts and skills, in which students decide which cell phone plan best fits their fa
70、milies needs.这是一个典型的数学项目，学习并运用代数及初等代数的概念和技能。学生从中学习到如何为家庭选择合适的手机套餐This PBL project is stepped out in more detail later in this PowerPoint presentation.后面会详细说明此项目Project Based Learning in Action: Boze Elementary(Tacoma Public Schools)项目式学习案例：塔科马学区博泽小学Boze ElementaryTacoma Public SchoolsUsesProject Bas
71、ed Learning Projects to help students learn new Science, Technology, Engineering & Math (STEAM).塔科马学区博泽小学利用项目学习帮助学生学习科学、技术、工程、数学等学科（STEAM课程：Science, Technology, Engineering ，ART & Math科学、技术、工程、艺术和数学）Project Based Learning in Action: Boze Elementary(Tacoma Public Schools)项目式学习案例：塔科马学区博泽小学Boze Element
72、aryTacoma Public SchoolsUsesProject Based Learning Projects to help students learn new Science, Technology, Engineering & Math (STEAM). 塔科马学区博泽小学利用项目学习帮助学生学习科学、技术、工程、数学等学科Project Based Learning in Action: Boze Elementary(Tacoma Public Schools)项目式学习案例：塔科马学区博泽小学Boze ElementaryTacoma Public SchoolsUses
73、Project Based Learning Projects to help students learn new Science, Technology, Engineering & Math (STEAM).塔科马学区博泽小学利用项目学习帮助学生学习科学、技术、工程、数学等学科Project Based Learning in Action: Boze Elementary(Tacoma Public Schools)项目式学习案例：塔科马学区博泽小学Boze ElementaryTacoma Public SchoolsUsesProject Based Learning Projec
74、ts to help students learn new Science, Technology, Engineering & Math (STEAM).塔科马学区博泽小学利用项目学习帮助学生学习科学、技术、工程、数学等学科Project Based Learning in Action: Boze Elementary(Tacoma Public Schools)项目式学习案例：塔科马学区博泽小学Boze ElementaryTacoma Public SchoolsUsesProject Based Learning Projects to help students learn new
75、 Science, Technology, Engineering & Math (STEAM).塔科马学区博泽小学利用项目学习帮助学生学习科学、技术、工程、数学等学科Sherman Elementary uses Science, Technology, Engineering, Art & Math (STEAM) for Project Based Learning Projects (Tacoma Public Schools)塔科马学区谢尔曼小学将科学、技术、工程、艺术和数学课程融入到项目式学习中Sherman Elementary uses Science, Technology,
76、 Engineering, Art & Math (STEAM) for Project Based Learning Projects (Tacoma Public Schools)塔科马学区谢尔曼小学将科学、技术、工程、艺术和数学课程融入到项目式学习中Sherman Elementary uses Science, Technology, Engineering, Art & Math (STEAM) for Project Based Learning Projects (Tacoma Public Schools)塔科马学区谢尔曼小学将科学、技术、工程、艺术和数学课程融入到项目式学习中
77、Sherman Elementary uses Science, Technology, Engineering, Art & Math (STEAM) for Project Based Learning Projects (Tacoma Public Schools)塔科马学区谢尔曼小学将科学、技术、工程、艺术和数学课程融入到项目式学习中Sherman Elementary uses Science, Technology, Engineering, Art & Math (STEAM) for Project Based Learning Projects (Tacoma Public
78、Schools)塔科马学区谢尔曼小学将科学、技术、工程、艺术和数学课程融入到项目式学习中Sherman Elementary uses Science, Technology, Engineering, Art & Math (STEAM) for Project Based Learning Projects (Tacoma Public Schools)塔科马学区谢尔曼小学将科学、技术、工程、艺术和数学课程融入到项目式学习中Sherman Elementary uses Science, Technology, Engineering, Art & Math (STEAM) for Pro
79、ject Based Learning Projects (Tacoma Public Schools)塔科马学区谢尔曼小学将科学、技术、工程、艺术和数学课程融入到项目式学习中Sherman Elementary uses Science, Technology, Engineering, Art & Math (STEAM) for Project Based Learning Projects (Tacoma Public Schools)塔科马学区谢尔曼小学将科学、技术、工程、艺术和数学课程融入到项目式学习中Sherman Elementary uses Science, Technol
80、ogy, Engineering, Art & Math (STEAM) for Project Based Learning Projects (Tacoma Public Schools)塔科马学区谢尔曼小学将科学、技术、工程、艺术和数学课程融入到项目式学习中Resources资源Books书籍：v Project Based Learning Toolkit Series Project Based Learning in the Elementary Grades Step by Step Guidance, Tools, and Tips for Standards-Focused
81、K-5 Projects by Buck Institute For Education项目学习专题系列低年级（学前-5年级）的指导步骤、工具、技巧Buck Institute 教育组织官方发售vProject Based Learning Toolkit Series Project Based Learning Project Based Starter Kit To-The-Point advice, Tools, and Tips For Your First Project In Middle School or High School by Buck Institute For Education项目学习专题系列中学、高中年级项目学习基础入门级的建议，工具和技巧Buck Institute 教育组织官方发售vProject Based Learning Differentiating Instruction For The 21st Century by William N. Bender项目学习的独特教学教学法（应对21世纪的人才需求）著.廉本德尔
