《普通高中数学课程标准（2017年版）》指出高中数学教学应以发展学生数学学科核心素养为导向，建议教师创设合适的教学情境、提出合适的数学问题，让学生在与情境、问题的有效互动中提升数学学科核心素养。项目学习正好满足新课标的要求，因为国内外学者已从理论和实践两个角度，验证了项目学习对核心素养的促进作用。但从研究现状来看，国内将项目学习应用于高中数学教学的研究较少，对高中概率统计的重视度不够，而且尚无设计项目学习的规范流程。 因此本研究以概率统计为例，拟研究的问题是：如何设计高中数学项目学习？主要从项目学习设计流程方面进行探索。本研究首先采用文献研究法，从国内外相关文献中，梳理出项目学习的起源、定义、构成要素，数学项目学习的理论基础和研究现状，以及教学设计理论。然后借鉴以学为中心的教学设计模式和基于核心素养的单元教学设计理论，运用德尔菲法开发出设计项目学习的一般流程。最后利用案例分析法和行动研究法，以二项分布和回归分析为例，与一线教师讨论设计出两个高中数学项目学习示例，并进行教学实施。本研究的结论如下：(1) 项目学习有六大构成要素：项目主题、项目目标、项目任务、驱动性问题、项目成果、项目评价。(2) 项目学习的设计流程以核心概念为起点，由分析学习内容与学生情况、梳理学习目标、设计项目主题与驱动性问题、任务分解、细化子驱动性问题、明确成果形式、规划学习方式、形成评价清单、制定任务单九个环节组成。(3) 按上述流程设计的高中概率统计“制定科学的赛制”项目和“预测自己的身高”项目，具有教学可行性。 本研究还存在以下不足：设计的评价清单缺乏理论支撑，压缩课时后实施的项目学习未完全达到预期效果。针对以上问题，本研究后续将结合成熟的学习评价理论，构建更全面、科学的评价体系；与任课教师充分沟通，争取更充裕的课时，并设计严谨的对照实验，从定性、定量两个角度评估项目学习的实施效果，在完善已有示例的基础上，逐步开发出高中数学项目学习的课程体系。

The newly published Mathematics Curriculum Standards for Senior High School (2017) points out that the teaching of mathematics in senior high school should be oriented by the development of students’ mathematics core literacy and suggests that teachers should create appropriate teaching situations and raise appropriate mathematics questions so that students can improve their mathematics core literacy through the effective interaction between situations and questions. Project-based learning just meets these requirements, because scholars at home and abroad have verified the promoting effect of project-based learning on core literacy from both theoretical and practical perspectives. However, according to the research status quo, there are few studies on the application of project-based learning in senior high school mathematics teaching, and the emphasis on probability and statistics in senior high school is not enough. Besides, there is no standardized process for designing project-based learning. Therefore, taking probability and statistics as an example, this research intends to solve the question that how to design mathematics project-based learning for senior high school? It mainly explores the process of designing project-based learning. Firstly, This research first uses the literature research method to comb out the origin, definition and constituent elements of project-based learning, the theoretical basis and research status of mathematics project-based learning, as well as the theory of instructional design. Then, based on the learning-centered instructional design model and the unit instructional design theory, the general process of designing project-based learning is developed with the help of Delphi method. Finally, two mathematics project-based learning examples for binominal distribution and regression analysis in senior high school are designed and implemented. The conclusions of this research are as follows. (1) Project-based learning has six elements: project theme, project objectives, project tasks, driving questions, project products and project evaluation. (2) The design process of project-based learning starts with the core concept and consists of nine links: analyzing the content and students, sorting out learning objectives, designing project theme and driving questions, decomposing the project theme into tasks, refining sub-driving questions, defining the form of products, planning learning methods, making evaluation lists and forming the task list. (3) Under the guidance of the above design process, the senior high school probability and statistics projects named "designing a scientific competition system" and "predicting one's height" are proved to be feasible in practice. This research also has the following shortcomings. The given evaluation lists lack theoretical support, and the implemented project-based learning has not fully achieved expected results because of the compressed class hour. To solve these problems, on the one hand, a more comprehensive and scientific evaluation system will be established under a learning evaluation theory. On the other hand, the researcher will strive for full communication with teachers and more class hours, design a rigorous control experiment to evaluate the implementation effect of project learning from both qualitative and quantitative perspectives, and gradually develop a mathematics project-based learning curriculum system for senior high school.