近年来，中小学校园中安全事故频发，公共卫生安全类事故中的食品安全事故就是其中常见的一类。对于缺乏食品安全意识的小学低年级学生，应当加强食品安全教育，保障学生远离有关隐患，健康成长，这已经是许多教育研究者的共识。然而就目前来看，我国中小学课程体系中相关内容、教学活动较少，食品安全教育效果欠佳。 根据安全教育的特点，一些教育研究者将项目式学习引入食品安全教学中，让学生在参与过程中学习相关知识，提升综合能力。在项目式学习中，学生的团队协作普遍存在一些问题。有研究者对项目式学习中团队协作管理的策略进行研究，以帮助学生实现有效的团队合作，收获更好的学习效果。 本研究根据相关文献和已有研究提出教师的团队协作管理策略，针对北京市某小学低年级学生进行两轮实施，采用行动研究的方法分析策略对学生在项目式学习中学习效果的影响，并对策略进行检验和改进。除了对学生在食品安全知识、态度与行为、团队协作和项目作品三方面表现的分析，本研究还分析了性别、年龄及参与次数三个因素对团队协作情况和学习效果的影响。 研究结果显示，通过项目式学习团队协作策略的应用，学生在食品安全有关内容的学习效果上有所提高。与此同时，性别、年龄及参与次数也是学习效果的影响因素。

In recent years, safety accidents have occurred frequently in primary and secondary schools, and food safety accidents, which belong to public health and safety accidents, are one of the common types. For the lower primary school students who lack food safety awareness, it is necessary to strengthen food safety education to protect students from hidden dangers, and grow up safely. Many educational researchers have already reached the consensus. However, as far as the current situation is concerned, there are fewer relevant contents or activities in the curriculum system of primary and secondary schools in China, and the effect of food safety education is not quite satisfying. According to the characteristics of safety education, some educational researchers introduce project-based learning into food safety teaching, allowing students to learn relevant knowledge and improve their comprehensive ability in the process of participation. In project-based learning, there are some common problems with students’ teamwork. Some researchers have studied the strategies of teamwork management in project-based learning to help students achieve effective teamwork and gain better learning outcomes. Based on relevant literature and existing research, this study proposes a teacher's teamwork management strategy. It is implemented in two rounds of several elementary school students in a primary school in Beijing. The action research method is used to analyze the students' learning effect in project-based learning, as well as test and improve the strategy. In addition to analyzing students' knowledge of food safety KAP (knowledge-attitude-practice), teamwork and project performance, the study also analyzed the impact of gender, age and number of participation on teamwork and learning outcomes. The results of the study show that students have improved their learning of food safety-related content through the application of project-based learning team collaboration strategies. At the same time, gender, age and number of participations are also factors influencing learning outcomes.