项目式教学最早源于美国，在国外已经应用广泛，近年来我国的研究者也已经将项目式教学引进到基础教育阶段，然而项目式教学这一教学模式在国内中学的实施还不够成熟，需要改进，项目式教学案例的基本分析框架并没有建立，而北京师范大学化学教育研究所王磊教授及其团队于2008年创立的高端备课研究平台，其中就有很多项目式教学的案例。因此，本研究旨在从高端备课教学案例中选取具有代表性、典型性和完整性的项目式教学案例，观看教学录像，结合指导专家的指导意见，从具体的案例和参考文献两方面入手，构建项目式教学案例的分析框架，用构建出的框架对项目式教学案例中备课、试讲、正式讲三个阶段教师的行为进行分析，寻求项目式教学案例中教学改进的角度与具体内容，并对教师行为变化和专家指导的一致性进行分析。经研究表明：教师行为的变化与专家指导的一致性基本吻合，A1、A2、B2、C1、C2、E2、F1、F2、G2、G3、H1、H2、I2、J2这些子维度，通过专家的指导教师都能实现改进并且达到最高的水平，而E1、G1、D1、D2和J1这些维度经过专家指导后仍有改进的空间，本研究旨在为中学化学教师更有效地实施项目式教学提供借鉴和参考。

Project-based teaching originated from the United States and has been widely used abroad. In recent years, Chinese researchers have also introduced project-based teaching to the basic education stage. However, the implementation of the project-based teaching model in domestic secondary schools is not mature enough. Improvement, the basic analytical framework of project-based teaching cases has not been established, and Professor Wang Lei from the Institute of Chemistry Education of Beijing Normal University and his team founded the high-end preparation study platform in 2008, there are many cases of project-based teaching. Therefore, this study aims to select representative, typical and complete project-based teaching cases from the high-end preparation lesson teaching cases, watch the teaching videos, and combine the guiding opinions of the guiding experts, starting from the specific cases and references. Construct an analytical framework for project-based teaching cases, and use the constructed framework to analyze the behaviors of teachers in the three stages of preparation, lectures and formal lectures in project-based teaching cases, and seek the perspective and specific content of teaching improvement in project-based teaching cases. It also analyzes the consistency of teacher behavior changes and expert guidance.The research shows that the change of teacher behavior is basically consistent with the consistency of expert guidance. In the sub-dimensions of A1, A2, B2, C1, C2, E2, F1, F2, G2, G3, H1, H2, I2, J2, Expert instructors can achieve improvement and reach the highest level, while the dimensions of E1, G1, D1, D2 and J1 are still subject to improvement after expert guidance, aiming to provide more effective implementation of project-based teaching for middle school chemistry teachers. Learn from and reference.