随着新课程和新课标的推进，教育背景已经发生了大变革，从以知识为本的教育转向以学生素养为本的教育。项目式学习是落实学生核心素养发展的一种重要教学模式，学生能在项目式学习的教学模式下真正落实素养以及提升能力。

在项目式学习中驱动性问题占据核心地位，它承载着促进学生在项目式学习中参与解决问题过程的重要作用，是项目式学习的“推动器”之一，也是设计项目式学习时需要高度关注的方面。设计优质的驱动性问题，是项目化学习课程设计的重点。目前已有研究学者对驱动性问题的价值、特点、设计策略等进行了阐述和研究，确定出驱动性问题的特征，比如挑战性和开放性等等。

但在实际教育实践过程中会发现，有时候符合这些特点的驱动性问题不一定能够激起学生的学习兴趣，即一些高质量的驱动性问题对学生不一定能起到驱动的作用，那设计出真正驱动学生、真正让学生感兴趣的驱动性问题就是亟待解决的难题。

本文中，笔者对驱动性问题的已有研究进行了梳理，从中总结出项目式学习中驱动性问题设计和优化的一般步骤和方法，笔者尝试从学习动机、学习兴趣和好奇心等心理学的视角来解释优质驱动性问题的特征，并且试图从心理学的视角获得一些设计和优化驱动性问题的启示，完善已有的驱动性问题设计和优化的一般步骤和方法，最后再利用问卷调查学生对已有的驱动性问题的感兴趣程度，让学生说明原因，同时也让学生从自身角度提出感兴趣的问题，笔者通过分析、归纳和总结得出一些结论。最终形成项目式学习中驱动性问题设计和优化的方法，为教师设计和优化驱动性问题提出系列建议。

With the advancement of the new curriculum and new curriculum standards, the educational background has undergone significant changes, shifting from knowledge-based education to student-centered education. Project-based learning is an important teaching mode for implementing the development of students' core competencies, and students can truly implement literacy and improve their abilities under the teaching mode of project based learning.

In project-based learning, driving problems occupy the core position and play an important role in promoting students' participation in problem-solving processes. They are one of the "drivers" of project-based learning and also an aspect that requires high attention when designing project-based learning. Designing high-quality driving problems is the focus of project-based learning curriculum design. At present, research scholars have elaborated and studied the value, characteristics, and design strategies of driving problems, and identified the characteristics of driving problems, such as challenge and openness.

However, in the actual process of educational practice, it may be found that sometimes driving problems that conform to these characteristics may not necessarily stimulate students' interest in learning. In other words, some high-quality driving problems may not necessarily have a driving effect on students. Therefore, designing driving problems that truly drive and interest students is an urgent problem to be solved.

In this article, the author has reviewed existing research on driving problems and summarized the general steps and methods for designing and optimizing driving problems in project-based learning. The author attempts to explain the characteristics of high-quality driving problems from psychological perspectives such as learning motivation, learning interest, and curiosity, and attempts to obtain some inspiration for designing and optimizing driving problems from a psychological perspective, Improve the general steps and methods for designing and optimizing existing driving problems, and finally use a questionnaire to survey students' level of interest in the existing driving problems, allowing them to explain the reasons. At the same time, students are also asked to raise questions of interest from their own perspective. The author draws some conclusions through analysis, induction, and summary. Finally, a method for designing and optimizing driving problems in project-based learning will be developed, providing a series of suggestions for teachers to design and optimize driving problems.