随着《义务教育课程方案（2022年版）》的颁布，跨学科综合实践活动成为了各学科教学中不可忽视的存在。项目式教学作为跨学科综合实践活动的重要的实施方式之一，也逐渐进入到日常的课堂教学中，开展项目式教学对教师提出了新的挑战。具备一定的项目教学素养是教师开展好项目教学的基础，目前已有研究对于中学教师项目教学素养的内涵、构成、水平和测评研究相对比较薄弱。为了更好地评价和发展教师的项目教学素养，本研究针对中学教师项目教学素养的内涵、构成模型、水平层级划分及测评展开了系统研究。

本研究首先围绕项目式教学、教师专业素养的相关研究进行了系统的文献综述。在已有文献的基础上梳理得到了中学教师项目教学素养的内涵及构成框架，并制定了各维度的表现指标，经过多轮专家评议和修订确定了中学教师项目教学素养的构成模型，包括PBL信念、PBL知识、PBL能力3个一级维度和12个二级维度。在得到结构模型的基础上，进一步划分了教师项目教学素养表现的水平层级。基于教师项目素养的构成模型和水平层级模型，开发了针对多学科中学教师项目教学素养的测评问卷，通过专家论证和两轮预测试检验，测评问卷的信度和效度均符合要求，测评问卷难度覆盖大部分样本水平，满足评价教师项目教学素养的需要。

本研究进一步应用修订后的测评问卷对来自北京、上海、浙江、山西等地的315名教师开展调查，描绘教师项目教学素养的水平现状；比较不同项目教学经验、不同专业发展阶段和不同项目教学实践程度的教师项目教学素养的异同；描绘项目教学培训前后教师的发展变化。

测评结果表明：

1.教师的项目教学素养整体处于中等水平，在PBL信念维度表现为认同项目教学理念，也愿意开展，但教师对自身能力的信心稍有不足。在PBL知识维度表现为对项目教学相关知识有模糊认识但还未转化为实践层面的知识。在PBL能力维度的表现为：教学设计主要是改造现有案例，设计的项目问题缺乏真实性。课堂实施仍是以教师为主导，较少根据学生的实际情况进行及时调整。教师的评价角度多元，能关注到学生能力的发展，但评价量规的设计对教师仍是较大挑战。教师能够为推进项目教学的开展有效合作。能够主动参与项目教学培训活动，能够在教研组的组织下能够开展一些项目教学小专题研究。

2.项目教学经验、实践程度与教师的项目教学素养水平呈现正相关，教师的项目教学经验越丰富、实践程度越深刻，教师对项目教学的了解、实施意愿、发展趋势看法以及项目教学素养各个维度的水平均越高。而不同专业发展阶段的教师在这些维度上没有表现出显著差异。

3.教师参与培训活动后的项目教学素养在整体上有显著提升。从PBL信念看，教师对项目教学的认可程度增加，实施意愿增加，对自身和学生的信心增加。从PBL知识来看，对项目教学知识由模糊认识到有清晰认识能逐步落实到实践的进阶。从PBL能力来看，项目设计更加凸显真实性。在实施项目教学时能为学生提供真实的实践体验，调动学生积极参与，能够根据实施情况及时调节项目进度。

综合以上研究结果，本研究还提炼了促进教师项目教学素养的建议：1.结合案例开展针对性指导；2.增加课堂观摩机会，增加示范引导；3.鼓励教师亲自参与项目教学实践，将实践过程与指导相结合，树立信心；4.建立教师间合作交流机制，定期分享，共同构建项目案例集、素材库；5.注重引导教师信念、知识和能力的协同整合发展。

With the promulgation of the "Compulsory Education Curriculum Plan （2022 Edition）", interdisciplinary comprehensive practical activities have become a significant presence in teaching. As a carrier of interdisciplinary comprehensive practical activities, project based learning has gradually entered daily teaching, and carrying out project based teaching poses new challenges to teachers. Having project based teaching literacy is the foundation for teachers to carry out effective project based learning. Currently, research on the connotation, composition, level, and evaluation of project teaching literacy for middle school teachers is relatively weak. In order to evaluate and develop teachers' project teaching literacy, this study conducted a systematic study on the connotation, composition model, level division, and evaluation of project teaching literacy for middle school teachers.

This study first conducted a systematic literature review around the research on project-based learning and teacher professional literacy. Based on the existing literature, the connotation and composition framework of project based learning literacy for middle school teachers have been sorted out, and performance indicators for each dimension have been developed. After multiple rounds of expert evaluation, the composition model of project based learning literacy for middle school teachers has been determined, including three first level dimensions of PBL belief, PBL knowledge, and PBL ability, and 12 second level dimensions. Based on the structural model, the levels of teacher's project based learning literacy performance are divided. Based on the component model and level hierarchy model of teacher project learning literacy, an evaluation tool has been developed. Through expert argumentation and two rounds of predictive tests, the reliability and validity of the evaluation tool meet the requirements, and the difficulty of the evaluation tool covers most sample levels, meeting the needs of evaluating teacher project based learning literacy.

Using the revised evaluation tool, this study conducted a survey of 315 teachers from Beijing, Shanghai, Zhejiang, Shanxi, and other places to describe the current level of teachers' project based learning literacy; Compare the similarities and differences of teachers' project based learning literacy with different experiences, different professional development stages, and different levels of practice; Describe the development and changes of teachers before and after project based learning training.

   The evaluation results show that:

1.Teachers' project based learning literacy is at a moderate level, and in the PBL belief dimension, they identify with project based teaching concepts and are willing to carry out project based learning, but their confidence is insufficient. In the PBL knowledge dimension, there is a vague understanding of the knowledge of project-based learning but it has not yet been translated into practical knowledge. The performance in the PBL capability dimension is that instructional design mainly focuses on reforming existing cases, and project issues lack authenticity. Classroom implementation is still teacher led, with less timely adjustment based on the actual situation of students. Teachers' evaluation perspectives are diverse and can focus on the development of students' abilities, but the design of evaluation criteria remains a major challenge for teachers. Teachers can collaborate effectively to promote project-based learning. Be able to actively participate in project based learning training, and be able to carry out some project based learning thematic research under the organization of the teaching and research team.

2. Project-based learning experience and level of practice are positively correlated with the level of teachers' project-based learning literacy. The richer the teacher's experience and level of practice, the higher the level of teachers' understanding of project-based learning, implementation intentions, development trends, and various dimensions of project-based learning literacy. However, teachers at different stages of professional development do not show significant differences in these dimensions.

3.After participating in the training, teachers' project based learning literacy has significantly improved. From the perspective of PBL beliefs, teachers' recognition of project-based learning has increased, their willingness to implement has increased, and their confidence in themselves and students has increased. From the perspective of PBL knowledge, the knowledge of project-based learning has changed from vague understanding to clear understanding, and can be gradually implemented into practice. From the perspective of PBL capabilities, project design highlights more authenticity. When implementing project based learning, they can provide students with a real practical experience, mobilize their active participation, and timely adjust the project progress based on the implementation situation.

Based on the above research results, this study also refined suggestions to promote teachers' project based learning literacy: 1. Carry out targeted guidance based on cases; 2.Increase opportunities for classroom observation and demonstration guidance; 3.Encourage teachers to participate in project-based learning practices, combine practical processes with guidance, and build confidence; 4. Establish a cooperation and communication mechanism between teachers, regularly share, and jointly build a project case set and material library; 4.Pay attention to guiding the coordinated and integrated development of teachers' beliefs, knowledge, and abilities.