项目式学习（Project-based Learning，PBL）作为落实21世纪核心素养，推动课程改革的重要途径在我国受到越来越多的关注。一份系统而完善的项目式学习教学设计无疑是其顺利开展的重要保障。因此，对中美项目式学习教学设计进行比较分析从而为我国教师制定项目式学习教学设计提供思路是十分重要的。 本研究运用了比较研究法和访谈法，采用目的性抽样的方式分别选择了6个中国的PBL教学设计和6个美国的PBL教学设计，从项目目标、教学策略和项目评价这三个维度对中美12项PBL教学设计进行了比较。此外，本研究对6位中国设计者进行了非正式访谈，了解了他们设计PBL教学的思路，遇到的困难与挑战以及过程中的心得体会，结合访谈资料对教学设计进行了解读。研究发现：第一，在项目目标部分，中美教学设计均倾向于采用国家级的课程标准来制定项目的知识目标，均根据各自国家对学生素养的要求来设定技能目标，且核心技能目标在很大程度上相似。但是中美教学设计中驱动性问题的关注焦点和涉及范围不同，且中国教学设计中增加了对学生情感态度价值观目标的培养。第二，在教学策略部分，中美教学设计中的管理策略、组织策略和传递策略这三个维度没有存在显著的差异，但是在一些具体的次维度，如时间进度、任务的详细程度、任务的组合方式以及分组合作的方式上存在一定的差异。第三，在项目评价部分，中美教学设计均未严格按照目标确定评价内容，导致评价内容不全面，另外中美评价内容的侧重点各不相同，所采用的评价方法和工具也各具特色。 本研究就项目目标、时间规划以及项目规划三个方面展开了讨论，总结了中美PBL教学设计中各自的突出特色，并就其产生的影响作了较为深入的探讨。在此基础上，总结出可供一线教师设计PBL教学的参考建议，即可以从更加广阔的视角确定项目驱动性问题，运用系统思维统筹各个方面来制定PBL教学设计，处理好师生关系，培养教师的课程资源意识，要注重参与项目学生的多元化背景，避免“重项目而轻学习”的倾向。

As an important way to implement the 21st century skills and promote curriculum reform, Project-based learning has attracted more and more attention in China. A well-planned and systematic instructional design can undoubtedly motivate project-based learning to carry out. Therefore, it is necessary to make a comparative analysis of instructional designs between China and the United States so as to provide ideas for Chinese teachers to formulate project-based learning instructional designs. This study adopts comparative method and interviews. Six Chinese PBL instructional designs and six American designs were selected by purposeful sampling. These twelve PBL instructional designs are compared from three dimensions: project objectives, instructional strategies and project evaluation. In addition, this study conducts informal interviews with six Chinese designers to understand their ideas, difficulties，challenges and experience in designing PBL,and interprets the instructional designs with interview data. The research finds that: firstly, in terms of project objectives, both Chinese and American instructional designs tend to adopt national curriculum standards to formulate knowledge objectives, and both set the skills objectives according to the requirements of students' literacy in their respective countries, and the core skills goals are similar to each other to a great extent. However, the focus and scope of driving questions in Chinese and American instructional designs are different, and Chinese instructional designs include the cultivation of students' emotional attitudes and values. Secondly, in the instructional strategies part, there are no significant differences in management strategy, organizational strategy and delivery strategy between Chinese and US designs, but there are some differences in specific sub-dimensions, such as time schedule, task details, task combination and group cooperation. Thirdly, in the part of project evaluation, neither Chinese nor American instructional designs determine the evaluation content strictly according to objectives, which lead to incomplete evaluation content. Besides, the emphasis of evaluation content is different, and the evaluation methods and tools used are also different. This study discusses project objectives, time planning and project planning, and summarizes the outstanding characteristics of PBL instructional designs in China and United States and make a more in-depth discussion on its impact. On this basis, it puts forward some suggestions for front-line teachers to design PBL, that is to say, driving questions can be determined from a broader perspective, PBL instructional designs can be formulated by using systematic thinking to coordinate all aspects, teacher-student relationship should be handled well, teachers' awareness of curriculum resources should be cultivated, students' diverse backgrounds should be emphasized, and to avoid the inclination of emphasizing projects rather than learning.