A Research On The Teaching Values Of Project Learning Among Teachers In Senior High Schools Of Fuzhou

The fact that teachers lack certain accurate knowledge of the project learning and thus form mistaken views out of it has directly affected its practice. This thesis is a research, hoped to make a generalization of what the teachers of senior high schools in Fuzhou think of the project learning and to what extent they know about it. It is also believed that this output of the thesis can instruct those teachers to make a better understanding of project learning so as to provide bases for it to be more smoothly carried out. A questionnaire, designed to make researches among the senior high school teachers in Fuzhou, has proved to have its own reliability and validity and can act as an effective tool for relative further research. The results of the research can be described as follows. First, the aspects that affect those teachers to understand the contents and evaluation of the project learning are relatively lower. Second, the general cognitive standard of the teaching value greatly differs among different types of schools, ages and professional titles. Third, different teachers form different cognition about the effects, purposes, significances, evaluation and contents of the project learning. Based on the results of the research, four suggestions are given. First, in practice, the tendency of formalism should be prevented from interfering its efficiency. Second, during the advanced educational training to the teachers, the aims, contents, and evaluation of the project learning should be more mentioned. Third, the instructions and training for the young teachers and those in level-two and level-three schools should be enforced. Fourth, school-based action research should be carried on.