校园欺凌事件关乎着个人人生的走向，也关乎着教育的未来和国家的发展，而旁观者角色在校园欺凌情境中占据重要作用。在旁观者角色中，保护者作为唯一的积极角色，如何增加保护者数量成为了校园欺凌研究领域中的重要内容。

    若要增加保护者数量，就要探究有哪些因素影响了旁观者成为保护者，通过文献研究并结合计划行为理论发现，欺凌态度对促进个体成为保护者具有重要意义，因而对旁观者欺凌态度的干预尤为重要。若要做好关于欺凌态度的研究，首先要明确“旁观者欺凌态度”的定义，通过对“态度”的定义、结构及其形成机制的研究推导出对“旁观者欺凌态度”的界定，将“旁观者欺凌态度”依据对象不同分为“反欺凌态度”和“亲受害者态度”，并从其定义角度明确干预的主要方向。通过分析以往对欺凌态度的干预研究发现，以往研究没有很好地做到对欺凌道德判断干预和情感反应的兼顾，并且学生常采用被动接受知识的方式，不能很好地将知识外化。鉴于此，本研究通过分析旁观者干预模型和项目式学习对欺凌态度干预的可行性，设计了基于旁观者干预理论的项目式学习课程，并验证其对欺凌态度干预的有效性，进而增加保护者角色数量的有效性。

    研究采用《校园欺凌旁观者干预量表》作为课程目标评价量表，采用《欺凌参与者角色倾向问卷》、《反欺凌态度问卷》和《亲受害者态度量表》对珠海市某初一年级学生进行前后测差异比较分析。目标班级学生共44名（男生22名，女生22名），对他们进行两个月（共七次）的校园欺凌项目式学习课程干预。结果表明：

1.基于旁观者干预理论的项目式学习课程将旁观者反欺凌态度总分平均分从42.31分提升至45分，且具有显著意义。

2.基于旁观者干预理论的项目式学习课程将旁观者的亲受害者态度总分平均分从39.49提升至42.77，且具有显著意义。

3.基于旁观者干预理论的项目式学习课程将保护者数量由18%提升至43%。

   综上，反欺凌态度和亲受害者态度与保护者角色具有显著正向预测关系，且基于旁观者干预模型的项目式学习课程可以有效提升反欺凌态度和亲受害者态度，进而增加保护者数量。

   依本研究发现，提出相关建议，在态度干预方面：关注道德判断和情感反应两方面的干预；在项目式学习课程实施方面：关注教师在引导学生作为学习主体方面的能力提升、寻求学校各方面的配合、设计课程的行动研究不断实施并不断完善。最后希望未来研究在条件充足的情况下能够增加对照组，并进一步完善本研究课程设计，更好落实项目式学习的旁观者欺凌态度的干预，为保护受害者、降低校园欺凌发生率做出重要贡献。

Bullying in schools is as much about the future of education and the development of the nation as it is about the individual's life, and the role of bystanders in school bullying situations is an important one. As the only active bystander in the bystander role, increasing the number of defenders has become an important part of the school bullying research field.

To increase the number of defenders, it is important to explore what factors influence bystanders to become defenders. The literature and the theory of planned behaviour suggest that bullying attitudes are important in promoting individuals to become defenders, and therefore interventions to address bystander bullying attitudes are particularly important. In order to do a good job of researching bullying attitudes, it is first necessary to define "bystander bullying attitudes" and derive a definition of "bystander bullying attitudes" through the study of the definition, structure and formation mechanisms of "attitudes". "The definition of "bystander bullying attitudes" is divided into "anti-bullying attitudes" and "pro-victim attitudes" depending on the target group, and the main directions of intervention are clarified from its definition. The main directions of intervention are identified from their definitions. An analysis of previous research on bullying attitudes reveals that previous research has not been able to balancecognitive interventions and affective experiences of bullying, and that students often receive knowledge in a passive manner and do not externalise it well. Inview of this, this study analyses the feasibility of the bystander intervention model and project-based learning to intervene in bullying attitudes, and designs aproject-based learning curriculum based on the theory of bystander interventio to test its effectiveness in intervening in bullying attitudes and thus increasing the number of protector roles.

The study used the Bystander Intervention in School Bullying Scale as the curriculum goal evaluation scale, and the Bullying Participant Role Tendency Questionnaire, the Anti-Bullying Attitude Questionnaire and the Pro-Victim Attitude Scale to conduct a comparative analysis of the differences between pre and post-tests for a junior class of students in **. A total of 44 students (20 boys and 22 girls) in the target class were given a two-month (seven sessions in total) school bullying project-based learning curriculum intervention. The results indicated that:

1. the project-based learning sessions based on bystander intervention theory increased the mean score of bystanders' overall anti-bullying attitude score from 42.31 to 45 in a significant way.

2. Project-based learning sessions based on bystander intervention theory increased the mean score of bystanders' total pro-victim attitudes from 39.49 to 42.77 and was significant.

3. Project-based learning sessions based on bystander intervention theory increased the number of defenders from 18% to 43%.

In summary, anti-bullying attitudes and pro-victim attitudes had a significant positive predictive relationship with the role of defenders, and the project-based learning programme based on the bystander intervention model was effective in increasing anti-bullying attitudes and pro-victim attitudes, which in turn increased the number of defenders.

Based on the findings of this study, recommendations are made to focus on both cognitive and affective interventions in terms of attitudes, and to focus on teachers' ability to guide students as learners, to seek cooperation from all areas of the school, and to continually implement and improve the curriculum. Finally, it is hoped that future research will add a control group if conditions are adequate, and further improve the design of this study's curriculum to better implement the project-based learning intervention for bystander bullying attitudes, making an important contribution to protecting victims and reducing the incidence of bullying in schools.