本论文奠定在笔者在北京顺义国际学校为期四个月的教学实习基础上，论文尝试以行动研究、观察研究和调查研究等方式考察项目学习在中文课上的应用情况和应用效果。绪论章节介绍了论文的起源、研究内容、意义和方法。文献综述章节归纳了项目学习的有关概念，包括项目学习的定义、特点、形式、步骤和评价方式，以及项目学习依托的理论基础，包括杜威的做中学理论、克伯屈的设计教学法、加德纳的多元智能理论、建构主义学习理论和克拉申二语习得理论。第三章描述了国际学校中文课的两个项目学习案例：初中部的白辛庄买水果项目和高中部的中国菜制作项目。案例描述了两个项目的大纲、项目的下属活动设计、项目的时间安排、项目中多元评价方式的使用，论文也讨论了两个项目的优点和不足。第四章是调查问卷结果分析。问卷包括二十七道选择题和两道问答题，问卷考察的内容包括：学生对中文课所做项目的看法、对项目学习效果的看法、对项目评价方式的看法、对项目设计和管理的看法。考虑到年龄差异会对结论产生影响，初、高中的调查问卷被分开统计和分析。问卷结果显示：学生喜欢做中文项目，他们认为做项目有助于提高他们的中文技能，也有利于自信心、交际能力、汉文化意识等非智力素质的发展。在总结章节，论文得出如下结论：项目学习是一种能够有效提高中文课教学效果的受学生欢迎的教学方式，与课程设置相契合的项目学习不仅能够帮助学生提高语言技能，而且能够促进很多非智力素质的发展。论文也对如何更好地开展中文课项目学习提出了几点思考和建议。简而言之，论文研究了项目学习理论，描述了项目学习案例，开展了观察研究和调查研究，分析了调查问卷结果，做出了最终研究结论。论文旨在通过理论分析、案例描述和调查研究考察国际学校中文课项目学习的应用情况和教学效果。

The dissertation is based on the author’s four-month teaching internship at International School of Beijing (ISB). It aims to find out the application of PBL in Chinese classes there, and the effectiveness of PBL by means of action research, observation research and questionnaire research. The introduction explains the origin of the dissertation, the contents of the study, its meaning and its research methods. The second chapter, a Literature Review, covers the related concepts and theories of PBL. The concepts include the definition of PBL, its characteristics, its forms, its processes, and its assessment methods. The related theories underpinning PBL are Dewey’s Learning through Doing theory, Kilpatrick’s Design Method, Gardner’s theory of Multiple Intelligences, the learning theory of Constructism and Krashen’s five hypotheses. Chapter three describes two PBL teaching examples in ISB: a project named ‘Buying Fruit in Baixinzhuang Market’ from middle school, and one named ‘Chinese Cuisine’ from high school. The outlines of the two projects, their processes, the curriculum designs, the class arrangements, and comprehensive-assessment method are introduced and explained in this chapter. This chapter also concludes the merits and problems in the two projects. In chapter four, data from questionnaires are calculated and analyzed. SPSS statistical software is used to analyze the results from 27 multiple choice items and two questions answering items. The questionnaire focues on students’ attitudes towards Chinese PBL and PBL’s influence on language skills and on non-intelligence qualities. Meanwhile, students’ suggestions and comments are collected in the two questions answering items. Aware of the possible differences caused by age, the study makes the analysis of high school questionnaires and middle school questionnaires separately. The results indicate that students take Chinese PBL positively. They think doing Chinese projects helps improve their Chinese skills and develop many non-intelligence qualities: confidence, communicaton ability, Chinese culture awareness, etc. The next chapter is the conclusion. Based on classroom observation and questionnaire analysis, the study draws a final conclusion. The study proves that PBL is a welcome as well as an effective teaching method in Chinese language teaching. PBL, if designed and applied skillfully in the Chinese curriculum, will help improve Chinese language skills as well as develop many non-intelligence qualities. The study also makes some thoughts and suggestions about effective PBL application. In brief, the study makes good theory research about PBL, describes two teaching examples, makes a survey on the use of PBL, and analyzes its effectiveness.The purpose of the study is to give a clear idea of how PBL is used in Chinese language classes at ISB and its teaching effectiveness.