“项目式学习”作为起源于欧美工业院校的外来概念，有其诞生的工程教育语境和美国国情特点，在国内历史学科教育实践中容易因字面意思产生理解偏差，造成师生时间精力浪费和效果不理想。基于史学理论界对学科性质的自我反思，以及四百多年来“项目”作为学习方法在欧美正反两方面的历史经验教训，我们主张在历史学科诸多可能嵌入“项目”的成果形式中，选择既贴合历史学科本质、又符合中学《课标》要求的“历史解释”部分作为“项目式学习”教学设计的主要预期成果，排除艺术作品设计、史料考证、史学理论讨论等不适宜选项，以防被其他学科喧宾夺主、流于浅表，或过度专业化、脱离课程标准。如此，有利于避免因“望文生义”导致活动设计偏离历史学主旨的风险，并为实践提供准绳，更好达成历史学科素养。

The concept of "project-based learning" (PBL), which originated in Western industrial schools, is embedded in the context of engineering education and the specific conditions of the United States. When applied to the teaching of history in China, its literal interpretation often leads to misunderstandings, resulting in wasted time and effort for both teachers and students, as well as suboptimal outcomes. Based on the self-reflection within the historiography community on the nature of the discipline, and the four centuries of varied experiences with "projects" as a learning method in the West, we advocate for selecting "historical explanation" as the primary expected outcome of PBL in history education. This approach aligns with the essence of the history discipline and meets the requirements of the secondary school curriculum standards. It excludes elements such as art design, historical evidence verification, and theoretical discussions, which can be overshadowed by other subjects, become superficial, overly specialized, or deviate from curriculum standards. This strategy helps avoid misinterpretations that lead to project designs straying from the core purpose of history education, providing a guideline for practical application and better achieving the goal of cultivating core competencies.