An Action Research On The Design And Implementation Of "Subject-Based Project-Based Learning" In Middle School Language Under The Threshold Of Academic Integration

Project-based learning has unique nurturing value and is a useful attempt to change traditional teaching methods and promote students’ all-round development.In recent years,under the context of curriculum reform that promotes knowledge integration and cultivates core literacy,more and more experts and scholars and front-line teachers have introduced project-based learning into language teaching,which has set off a new wave of research.However,the problems of "non-project" and "shallow project" behind the "project fever" are frequent,and students cannot effectively achieve academic integration through project-based learning.How to help students integrate their academic achievements and truly play a role in guiding core literacy is an urgent problem that needs to be solved in current research on project-based language learning.In view of this,this study tries to construct a case study of middle school language subject projects based on relevant theoretical and practical experience reflections,and introduce them into teaching practice for repeated improvement,in order to promote students’ mobilization and integration of academic acquisition and implementation of core literacy development through middle school language project-based learning.This study adopts an action research approach,following the research path of "planning-implementing-observing-reflecting" to explore the project-based learning of middle school language subjects that point to academic integration,and designs project cases and optimizes them in multiple rounds of action research.The project cases were designed and iteratively optimized in multiple rounds of action research.Specifically,firstly,we analyzed the literature based on the research questions,clarified the necessity and feasibility of this study,and initially designed the language project case based on the six dimensions of design proposed by Xia Xuemei.Secondly,the project case of "micro news broadcast" was debugged from three aspects: extraction of key concepts,formulation of driving questions,and design of project evaluation,using academic integration theory as a guide.Finally,the project was further improved in terms of the arrangement of learning practices,the construction of learning scaffolds,and the development of evaluation scales,so as to point to students’ academic integration in language,and to provide some reference for front-line educators in designing project-based learning in language subjects.Looking back on the whole research process,this study has come to the following three conclusions: firstly,the key concepts and driving questions were determined by the project theme;secondly,the learning practices and learning scaffolds were designed around the driving questions;thirdly,the project outcomes and evaluation tools were planned by focusing on the key concepts.At the same time,there are some problems and shortcomings in this study,mainly in the evaluation tasks of the "micro news broadcast" project are too heavy,interdisciplinary literacy needs to be emphasized,and the number of research subjects is relatively small.The following three aspects will be further explored in the subsequent study: first,to further integrate the evaluation elements in the evaluation scale;second,to further integrate disciplinary literacy and interdisciplinary literacy;and third,to further expand the scale of the empirical experimental study.