《义务教育数学课程标准（2011年版）》首次明确提出数据分析观念，强调统计学习的过程性、方法性和体验性，要求教师通过案例引导学生经历收集、整理、描述和处理数据的过程。项目式学习通过精心设计的项目和一连串任务，让学生在复杂、真实和充满挑战的学习情境中不断探索，掌握知识技能，培养核心素养。但从研究现状来看，一线教师对项目式学习的认识普遍存在误区，国内将项目式学习应用于小学数学教学的研究较少，未能与核心课程实现有机融合。

因此，本研究以“数据的整理和表示”为例，拟研究的问题是：如何针对小学数学内容，进行数学项目式学习教学设计。本研究首先采用文献研究法，从国内外相关文献中，梳理出项目式学习的起源、定义、构成要素和理论基础，小学数学项目式学习、统计与概率、教学设计的研究现状。然后，研究归纳了小学数学项目式学习教学设计的特点和原则，借鉴典型项目式学习教学设计的相关研究成果，构建了小学数学项目式学习的教学设计框架。最后，利用案例分析法，以“数据的整理和表示”这一单元为例，与一线教师讨论、设计、实施了小学数学项目式学习示例，并采用问卷调查法对项目式学习的成效进行了分析。本研究的结论如下：（1）小学数学项目式学习教学设计的框架由10个环节构成，包含确定核心概念、制定学习目标、设计项目主题、分解任务、细化问题、明确成果形式、规划学习方式、形成评价清单、修订教学设计和制定任务清单等。（2）按上述框架设计的小学统计与概率“积分商店”项目，具有教学可行性。（3）将项目式学习运用于小学数学教学设计，有助于实现新课程标准的总目标与阶段目标中的四个维度：知识技能、数学思考、问题解决、情感态度。

The "Compulsory Education Mathematics Curriculum Standards (2011 Edition)" clearly put forward the concept of data analysis for the first time, emphasizing the process, method and experience of statistical learning, requiring teachers to guide students through the case to collect, organize, describe and process data. Project-based learning allows students to explore, master knowledge and skills, and cultivate core literacy through carefully designed projects and a series of tasks. However, from the perspective of research status, there is a general misunderstanding of first-line teachers' understanding of project-based learning. There are few studies on the application of project-based learning in primary school mathematics teaching in China, and they cannot be integrated with the core curriculum.
Therefore, the study takes "data collation and representation" as an example. The questions to be studied are: How to carry out mathematics project-based learning teaching design for primary school mathematics content. First of all, the research uses the literature research method to sort out the origin, definition, and constituent elements of project-based learning from relevant literature at home and abroad. It also sorts out the theoretical basis and research status of elementary school mathematics project-based learning, as well as the research status of primary school mathematics statistics and probability and instructional design. Then, the research summarizes the characteristics and principles of elementary school mathematics project-based learning instructional design, draws on the relevant research results of typical project-based learning instructional design, and constructs a primary school mathematics project-based learning instructional design framework. Finally, taking the unit of “data collation and presentation” as an example, the study uses the case analysis method to discuss, design, and implement elementary school mathematics project-based learning examples with front-line teachers. The study also uses a questionnaire survey to analyze the effectiveness of project-based learning. The conclusions of this research are as follows: (1) The framework of elementary school mathematics project-based learning instruction design includes determining core concepts, formulating learning goals, designing project topics, decomposing tasks, refining problems, clarifying the form of results, planning learning methods, forming evaluation lists, revising instructional design, and developing task lists. (2) The "point store" project designed according to the above framework is feasible for teaching. (3) Applying project-based learning to elementary school mathematics instructional design will help achieve the four dimensions of the new curriculum standard's general and stage goals: knowledge and skills, mathematical thinking, problem solving, and emotional attitudes.