Project learning is a teaching model that integrates learning into practice. Because its concept is consistent with the trend of China’s curriculum reform and the concept of core competencies, it is highly respected in primary and secondary school teaching activities. At the same time, project learning also implements the concept of "learning-centered teaching" and promotes the practice of embodied learning and the achievement of in-depth learning. However, in teaching practice, under the influence of teachers' concepts, literacy, and implementation conditions, there are some problems such as empty and lengthy themes, far-fetched and one-sided situations, a mere inquiry into forms, incoherent cooperation, patchwork of blurred results, and single and alienated evaluations. The effectiveness of project learning implementation can be improved by narrowing the scope of topic selection to build real situations, encouraging real inquiry to promote effective cooperation, and enriching learning outcomes and implementing multiple evaluations.

Xianglan Fan. Problems and Countermeasures of Project Learning Implementation in Primary and Secondary Schools. International Journal of New Developments in Education (2024), Vol. 6, Issue 3: 72-78. https://doi.org/10.25236/IJNDE.2024.060312.

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