“实用性阅读与交流”学习任务群包含实用性阅读、实用性交流两部分内容，以实际操作为教学基础，以真实生活为情境模板，具有较高的实用价值。但纵观“实用性阅读与交流”学习任务群实施现状，依旧存在诸多问题，需要一线教师有效调整原有教学模式，从而为语文教学注入活力。在新课程改革的大环境背景下，项目式学习作为一种新兴的教学模式，承载着教育理念的更新，为变革育人方式，提高教学质量提供了可能实施的路径。聚焦于语文学科之中，如何将项目式学习赋能“实用性阅读与交流”学习任务群教学十分值得我们思考。通过对这一问题的持续探究，将有助于一线教师进一步了解项目式学习的价值，对构建“实用性阅读与交流”学习任务群教学策略也富有启迪意义。

本研究主要采用深度访谈法、专家咨询法及内容分析法，辅之以基于设计的研究，通过深度访谈20位高中一线语文教师、4位项目式学习专家等手段获取研究数据。正文由三部分内容构成：第一部分为绪论，通过梳理相关文献，明确“项目式学习”“实用性阅读与交流”的核心概念，围绕着研究背景、研究价值、研究方法三个方面进行详细论述。第二部分为正文部分，共包含三个章节的内容，第一章节主要采用深度访谈法，对基于项目式学习的高中语文“实用性阅读与交流”学习任务群的实施情况进行调查，归纳面临的主要困境，为第二章教学策略的探究奠定坚实基础；第二章以项目式学习的设计原则和流程为框架逐层展开，强调教师在开展项目式学习的过程中应遵循主体性、驱动性、实用性、统整性、真实性、多元性等原则，在此基础上，选择项目主题、制定学习目标、拟定驱动问题、设计实施方案、构建评价体系；第三章则以统编版高中语文必修下册第五单元为例，尝试将项目式学习与“实用性阅读与交流”学习任务群相结合并进行教学设计，对项目的基本内容、学习目标、实施过程、评价体系、迭代情况进行具体阐述。同时，在项目式学习专家的指导下不断完善，最终形成一套囊括设计过程与评价量规内的高中语文项目式学习方案，再次印证第二章教学策略的有效性及可行性。其中，最后一部分为研究总结，重点讨论本研究得出的主要结论、存在的局限以及对将来研究方向的预期和建议。纵观研究过程，研究者充分分析了基于项目式学习的高中语文“实用性阅读与交流”学习任务群教学现状，并探讨了项目式学习的实施步骤、策略。

研究发现：在高中语文“实用性阅读与交流”学习任务群教学中使用项目式学习具有高度的实用价值，有利于提升学生的语言表达能力、促进个性化学习、增强社会实践能力。但是与传统的教学模式相比，教师在具体实施的过程中的难度相对较大，需要教师发挥专业能力，从学生生活经历和情感体验出发，有机整合课内课外相关资源，制定切实的学习目标并提供学习支架，将形成性评价贯穿始终。同时，将项目式学习与“学习任务群”教学相结合是对素养本位教育的回应，也为培育时代新人做出了贡献，凸显项目式学习以生为本、立足生活实践、坚持多元主体评价等特点。其实施步骤分为八部分，即项目简介、项目学习目标、项目课程安排、项目基本信息、项目发展目标、核心驱动问题及分解、项目实施、项目评价。总体而言，项目式学习的设计及实施并不是一蹴而就的，需要在多方咨询、反复检测的基础上进行多轮迭代，从而不断完善项目式学习设计方案。在迭代过程中，则主要围绕着聚焦、理解、定义、构思、建构、测试五阶段进行，从而提升项目式学习实施方案的科学性、合理性。

研究认为，项目式学习对于高中语文“实用性阅读与交流”学习任务群教学具有重要作用。为了改善其教学现状，应立足国家、教研组、教师三个层面，完善顶层设计、整合教研资源、更新教学模式，进而重塑教学生态，还原兼具工具性与人文性的语文课堂。

The "Applied Reading and Communication" learning domain encompasses two distinct components: Applied Reading and Applied Communication. Anchored in hands-on operation and modeled on real-life scenarios, it holds significant practical significance. Nonetheless, an examination of the current implementation of the "Applied Reading and Communication" learning domain reveals numerous challenges, necessitating that educators adapt their teaching methodologies to rejuvenate Chinese language instruction. Within the context of the new curriculum reform, Project-Based Learning emerges as a novel instructional approach, embodying a shift in educational philosophy and offering a potential avenue for educational methodology reform and improved teaching quality.

To delve into how Project-Based Learning can enhance the "Applied Reading and Communication" learning domain, extensive exploration is crucial. This investigation employs in-depth interviews, expert consultations, content analysis, and design-based research methodologies, drawing data from interviews with 20 high school Chinese teachers on the frontline and consultations with 4 Project-Based Learning specialists. The study is structured into three main sections: the introduction, which reviews related literature, defines key terms like "Project-Based Learning" and "Applied Reading and Communication," and outlines the research background, significance, and methods.

The main body constitutes the second part, divided into three chapters. Chapter one employs in-depth interviews to examine the application of Project-Based Learning in high school Chinese's "Applied Reading and Communication" learning domain, identifying prevailing obstacles. This groundwork paves the way for the second chapter's exploration of teaching strategies. Here, the principles and processes of Project-Based Learning serve as a blueprint, underscoring the importance of teachers embracing subjectivity, motivation, practicality, integration, authenticity, and diversity. This involves selecting project themes, defining learning objectives, formulating driving questions, designing implementation plans, and constructing evaluation systems. Chapter three illustrates these concepts through a case study using Unit 5 of Senior High School's Compulsory Chinese Volume 2, integrating Project-Based Learning with the "Applied Reading and Communication" learning domain to design a lesson, detailing its content, objectives, procedure, evaluation system, and iterative improvements. Expert guidance in Project-Based Learning results in a comprehensive high school Chinese project-based learning plan, complete with design process and evaluation criteria, validating the efficacy and feasibility of the strategies proposed in Chapter 2.

The final section is a research synopsis, concentrating on key findings, limitations, future research prospects, and recommendations. Throughout the research, the focus remains on thoroughly assessing the current state of "Applied Reading and Communication" learning domain instruction in high school Chinese through Project-Based Learning and discussing the implementation strategies and steps for this innovative approach. The study underscores the substantial practical value of incorporating Project-Based Learning in teaching the "Applied Reading and Communication" domain in high school Chinese, fostering a more effective and engaging educational experience.