在当前的教育环境下，新课标对教育提出了新的要求，倡导课堂上充分发挥学生的主体作用，然而对于目前数学课堂来说，仍然是以教师的讲授为主，不能很好的发挥学生的主观能动性和参与度，学生理论联系实际的能力欠缺，动手操作能力不足，因此如何改进当前的教学模式成为亟待解决的问题。项目学习是以真实情境的项目背景为前提，呈现项目问题，通过项目任务的完成，让学生在实际生活中发现并解决问题，是一种有效的教学模式。本论文分为三部分：

第一部分阐述了研究背景、研究问题及研究的目的和意义，以及如何对本次研究进行的设计，通过整理归纳文献资料，对项目学习的国内外现状、相关概念的界定及重要理论支撑等进行了阐述。

第二部分是初中数学项目学习课程的开发。结合北师大版数学教材七年级第一章关于图形与几何的教学内容开发的一个具体的项目案例——《设计和制作节日灯笼》，具体的项目开发的流程包含：（1）课前准备工作，为项目开发做前期铺垫（2）制定数学项目目标（3）创设数学项目背景（4）凝练数学项目问题（5）搭建数学项目的基本框架（6）设计项目的具体内容（7）设计多元化的评价方案。

第三部分是对该项目进行教学实施并进行多元化的评价，得出研究成果以及研究展望。

结果表明：1.通过项目学习之后，学生在数学课上的表现变的更加积极，课堂气氛逐渐活跃，参与度提高；2.通过项目学习之后的终结测验可以看出，学生达到了“图形与几何”这部分知识的课标要求；3.通过SPSS对调查问卷的分析得出，项目学习对学生的合作学习能力有显著影响。

不足之处主要表现为：对文献的研究还不够深入；研究的样本量太少；上课时间不宽裕；对学生评价方面不好掌控。

最后本论文提出了两点展望：

1.项目学习理论体系将进一步完善；

2.数学项目学习课程资源被更多的学者开发并应用于实际教学。

In the current educational environment, the new curriculum standards have set new requirements for education, and advocated the full play of students ’main role in the classroom. However, for the current mathematics class, it is still mainly based on the teaching of teachers and students’ subjective initiative and participation cannot be well played, which makes students' ability of integrating theory with practice is still lacking, and their practical ability is insufficient. Therefore, how to improve the current teaching model has become an urgent problem to be solved. Project-based learning is based on the real context of the project background, presenting project problems, with the completion of project tasks, allowing students to find and solve problems in real life, which makes project-based learning an effective teaching model. This dissertation will be divided into three parts:

The first part elaborates the research background, research issue and the purpose and significance of the research, as well as how the research designed. Sorting and summarizing the literature, it will elaborate the status of the project-based learning in China and abroad, the definition of relevant concepts and some important theoretical support.

The second part is the development of junior high school mathematics project-based learning courses. Combined with a specific project case Designing and Making Holiday Lanterns in the first chapter of the mathematics textbook of the Beijing Normal University for Grade 7 students, which is the teaching content on graphics and geometry. The specific project development process includes: (1) Preparation before class, which works as a preparatory foundation for project development (2) Formulating mathematics project goals (3) Creating mathematics project background (4) Condensing mathematics project questions (5) Building a basic framework for mathematics projects (6) Designing the specific content of project (7) Designing diversified evaluation programs.

The third part is to carry out teaching and implement a diversified evaluation of the project, and draw research results and research prospects.

The results show that: 1. With the project-based learning, students’ performance in the math class becomes more positive, the classroom atmosphere is gradually active, and the participation also gets improved. 2. With project-based learning, the final test shows that the students have reached the standard of the course--Graphic and Geometry. 3. With SPSS analysis of the questionnaire, it can be concluded that project-based learning has a significant influence on students' cooperative learning ability.

The shortcomings are mainly manifested in: the research on the literature is not deep enough; the sample size of the research is too small; the class time is not ample; and it is not easy to control the student evaluation.

Finally, this dissertation proposes two perspectives:

1. Project-based learning theory system will be further improved.

2. Mathematics project-based learning curriculum resources are developed by more scholars and applied to the practical teaching.