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Frontiers in Educational Research, 2023, 6(17); doi: 10.25236/FER.2023.061704.

Exploring Project-Based Learning in English Teaching for the Development of Core Literacy in Primary and Secondary Education: Effective Strategies to Enhance Students' Comprehensive Skills


Yunyun Guo1, Hao Yu2

Corresponding Author:
Yunyun Guo

1School of Foreign Languages, Northwest University, Xi'an, Shaanxi, China

2Faculty of Education, Shaanxi Normal University, Xi'an, Shaanxi, China


This paper aims to investigate the feasibility and advantages of implementing project-based learning in English teaching in primary and secondary schools to promote the development of students' core literacy. Firstly, an analysis of the current status of primary and secondary education is conducted, focusing on the attention given to subject areas, teacher awareness and professional competence, as well as teaching goals, methods, and models. Subsequently, the distinctive advantages of project-based learning as a novel open learning approach are introduced, including innovativeness, contextualization, interdisciplinary integration, and collaboration. Furthermore, the challenges encountered in promoting project-based learning are explored, and corresponding strategies are proposed, such as cultivating a student-centered teaching mindset and fostering interdisciplinary integration. Lastly, emphasis is placed on cultivating students' independent thinking abilities, practical skills, and innovative mindset through project-based learning to enhance their learning capabilities and core literacy.


project-based learning, English teaching in primary and secondary schools, core literacy, teaching context, teacher awareness, teaching methods, interdisciplinary integration

Cite This Paper

Yunyun Guo, Hao Yu. Exploring Project-Based Learning in English Teaching for the Development of Core Literacy in Primary and Secondary Education: Effective Strategies to Enhance Students' Comprehensive Skills. Frontiers in Educational Research (2023) Vol. 6, Issue 17: 20-26. https://doi.org/10.25236/FER.2023.061704.


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