21 世纪以来，随着世界不稳定性的加强，各个国家都在采取基础教育课程 改革的方式提高教育竞争力以面对变幻莫测的国际局势。育人方式的变革来势 汹汹，对于学生核心素养的培养已然成为热点话题。2022 年，我国颁布《义务 教育课程方案与课程标准》，对于人才的培养和课程的教学提出了新标准和新要 求。项目式学习作为一种新型的教学方式，其内在特征和外部表现无不契合了 新课标的修订理念，能够为小学科学课程变革提供强大的助推力。 本研究运用文献研究法和案例分析法，对基于项目式学习的小学科学课程 开发案例进行研究，分析了新课标背景下项目式学习和小学科学课程的契合点， 并从课程目标、课程内容、课程实施与课程评价四个方面进行课程开发的全过 程的探索。本研究认为新课标的修订理念与小学科学课程的教学理念高度重合， 二者存在许多契合点，进行融合是具有现实可行性的。课程目标和内容的设计 既要考虑到学科知识之间的逻辑顺序，又要关注学生发展的心理顺序；既要承 接科学学科的基本知识，又要与社会生活相联系。在课程实施与评价方面聚焦 课程实施的践行者教师，进行课前准备、课中教学、课外支持与课后评价的全 流程的策略的探索。 总的来说，项目式学习无疑是面向 21 世纪、面向未来的教与学的方式方法， 它满足了我国对未来科技人才培养的需要，顺应了育人方式的变革，拥有明显 的优势。通过合理和科学的开发，能够使我国小学科学课程焕发新的生机。但 是，值得说明的是，本研究仅对项目式学习与小学科学相结合的课程开发进行 了总体性的一般探索，具体到学校的落实需要因地制宜地进行调整以适应各地的特色。

In the 21st century, as the world becomes more unstable, countries are adopting basic education curriculum reforms to improve their competitiveness in the face of the unpredictable international situation. Changes in the way people are educated are rampant and the development of core competence for students has become a hot topic. In 2022, China promulgated the Compulsory Education Curriculum Program and Curriculum Standards, which put forward new standards and requirements for the cultivation of talents and the teaching of the curriculum. As a new teaching method, project-based learning, with its internal characteristics and external performance, fits the revised concept of the new curriculum standards and can provide a powerful boost for the change of elementary school science curriculum. This study uses literature research, and case study to study the development of project-based learning in elementary school science curriculum, analyze the appropriateness of project-based learning and elementary school science curriculum, and explore the whole process of curriculum development in four aspects: curriculum goals, curriculum content, curriculum implementation and curriculum evaluation. The study concluded that the revised philosophy of the new curriculum and the teaching philosophy of the elementary school science curriculum overlap highly, and that there are many points of convergence between the two, making integration feasible. The design of the curriculum objectives and content should take into account both the logical sequence of subject knowledge and the psychological sequence of student development; it should take up the basic knowledge of science subjects and be connected to social life. In terms of curriculum implementation and evaluation, we focus on the teachers, who are the practitioners of curriculum implementation, and explore strategies for the whole process of preparation before class, teaching during class, support outside class, and evaluation after class. Overall, project-based learning is undoubtedly a future-oriented teaching and learning method for the 21st century, which meets the needs of our country for future scientific and technological talents, responds to the changes in the way of education, and has obvious advantages. Through rational and scientific development, it can be a new vitality of our elementary school science curriculum. However, it is worth stating that this study only provides a general exploration of the development of a curriculum that combines project-based learning with elementary school science in general, and the specific implementation in schools needs to be adapted to suit the characteristics of each locality.