项目式学习源自美国教育家杜威提倡的“做中学”，由克伯屈提出的设计教学法演变而来。近些年，随着全球对素养研究的深入，项目式学习在教育研究领域受到了越来越多的关注。2022年，我国第一次在《义务教育课程方案（2022年版）》中提出要积极开展主题化、项目式学习等综合性教学活动，发展学生核心素养，提高课堂教学质量。在此背景下，一线英语教师对项目式学习进行了初步的实践。然而，目前国内关于教师对项目式学习认识与实践的实证研究仍然寥寥无几。鉴于此，本研究旨在探究初中英语教师对项目式学习的认识与实践的变化，及其可能的影响因素，从而了解一线教师对项目式学习的看法，并为教师开展项目式学习提供建议。

本研究采取质性研究方法，选取两个参与教学改进项目的初中英语教师团队作为研究对象，尝试探究其在一项为期6个月的教学改进项目的初期和末期对项目式学习的认识与实践的变化及其相关的影响因素。研究收集了两个案例教师团队的说课及课堂录像、教学设计、半结构化访谈、叙事问卷以及其他相关的质性数据。在认识层面，本研究采用主题分析法对数据进行编码。在实践层面，本研究在调整后的教师项目式学习实践框架（Larmer, Ross, & Mergendoller, 2019）指导下，从教师如何设计项目式学习和指导学生实施项目式学习两个方面深入分析教师在项目的初期和末期对项目式学习的实践的变化。

基于深入的数据分析，研究发现主要有以下三点：

（1）两个案例教师团队对项目式学习的认识发生了三点变化：一是纠正了对项目式学习认识的误区，二是认同了项目式学习的更多优势，三是改变了对项目式学习所面临挑战的看法。具体而言，在教学改进项目初期，两个案例团队将项目式学习等同于“项目”、将项目成果的形态局限为技术类成果，认同项目式学习的优势，但也认为难以在日常教学中实践项目式学习。在项目末期，两个案例教师团队认识到项目式学习不同于“项目”，项目成果存在不同形态，并进一步认可项目式学习的其他优势，且认为在日常教学中实践项目式学习是可行的，但项目式学习还面临着来自考试评价体系的压力、教科书内容有待更新等其它挑战。

（2）两个案例教师团队对项目式学习的实践发生了变化。在教学改进项目初期，两个案例教师团队未能将项目式学习融入单元教学中。在项目末期，两个教师团队能够将项目式学习融入单元教学中，引导学生在单元学习过程中对驱动性问题进行持续探究。

（3）本研究总结了四点影响教师转变的因素，包括：教学改进项目因素；学生因素；教师个人因素以及人际因素等。

基于以上发现，本研究对一线英语教师、教师教育者以及政策制定者提出了几点启示，并指出本研究的局限性以及今后进一步的研究方向

Project-based learning (PBL hereafter) originated from the American educator Dewey’s advocacy of “learning by doing”. It evolved from the Project Method proposed by Kilpatrick. In recent years, with the global trend of competency-oriented education, PBL has received increased attention in the field of educational research. In 2022, the Compulsory Education Curriculum Plan (2022 edition) first suggested that teachers carry out comprehensive teaching activities such as thematic-based learning and PBL to develop students’ core competencies and improve the quality of teaching. In this context, English teachers have made initial attempts of PBL. However, empirical studies on teachers’ beliefs and practices of PBL remain relatively few in China. Against this backdrop, this study aims to explore junior high school English teachers’ changes of beliefs and practices on PBL and the factors that facilitate or impede the changes, so as to better understand teachers’ views of PBL and provide suggestions for teachers to practice PBL.    

This study adopted a qualitative approach and selected 2 junior high school English teacher groups in an Instructional Improvement Program (IIP hereafter) from C City, China as research participants. The research intended to find out the changes in junior high school English teachers’ beliefs and practices on PBL in a 6-month IIP and the factors behind these changes. The research collected semi-structured interviews, narrative questionnaires, lesson recordings, instructional designs, and other qualitative data of the two teacher groups. In order to explore the two teacher groups’ beliefs about PBL, a thematic approach was adopted to analyze the data. In terms of teachers’ practice of PBL, this study was guided by a modified framework of teachers’ practices on PBL (Larmer, Ross & Mergendoller, 2019), aiming to examine how the two groups designed and planned PBL as well as how they engaged and coached students in PBL at the beginning and end of IIP.

Based on the data analysis, three major findings are proposed: 

（1）There are three changes on the two teacher groups’ beliefs of PBL. First, they resolved their misunderstandings about PBL. Second, they recognized more advantages of PBL. Third, they changed their beliefs about the challenges of PBL. Specifically, at the beginning of IIP, the two groups equated PBL with regular “project” and limited the form of final products to technical ones. They recognized the advantages of PBL, but they also believed that it was difficult to practice PBL in daily teaching. By the end of the project, the groups realized that PBL was different from “project” and that there were various forms of final products. They further recognized the advantages of PBL. They also believed that it was feasible to practice PBL, but that there were other challenges, such as the pressure from the assessment system and the constraints of teaching materials.

（2）The two teacher groups changed their practices of PBL. Specifically, at the beginning of IIP, the two teacher groups failed to integrate PBL to their unit instruction. By the end of IIP, the two teacher groups were able to integrate PBL to the unit instruction and guide students to inquire the driving question continuously.

（3）Various factors are identified influencing their changes, including IIP related factors, student factors, personal factors, and interpersonal factors.

Based on these findings, this study suggests several implications for English teachers, teacher educators and policy makers. At the end of the thesis, the limitations of this study as well as directions for future research are pointed out.