当今国民经济和科学技术高速发展，国家综合实力中的“文化软实力”在世界互动中逐渐凸显出其意义与关键作用。近年来我国已发布多版关于中华传统文化的指导纲要，2019年出台的《中小学传统文化教育指导标准》明确以课程改革为背景，以活动引导为基础，推动现代中小学学生建立人文记忆、加深人文认知、增强人文自信。茶与茶文化作为我国优秀传统文化的重要代表，一直是传统文化中血脉相连的重要组成部分，茶文化的独特魅力孕育出了中华民族独特的人文气质，这也是中华传统文化流传至今的价值所在。中国是茶文化的发源地，茶文化也是中华民族传统文化中的重要组成部分。

从已有研究来看，茶文化教育虽然涉猎广泛，在各行各业都有体现，但是专注于茶文化教育的相关著述成果并不多，在很多一线教师汇报总结中有零星的存在，在文化研究相关章节中也只存在只言片语，可见，系统性的论证与研究始终没有形成体系。传授茶文化相关知识时，焦点往往在于教师，其对茶文化抱有充足的兴趣，并且试图通过自身对茶文化的热情感染到学生，使其产生情境兴趣。在对当代茶文化教育现状分析后，发现其授课方式由古至今都存在“父传子、师传徒”的古典传承方式，并且当代茶文化教育课堂，受制于地理环境等现实因素，大多课程依旧止步于讲授式。疫情时代，传统讲授式的线上课程会导致学生对传统文化兴趣一降再降。针对以上茶文化教育中的问题，本研究采用混合式学习理念下项目式学习的方法，针对疫情下的线上茶文化教育开发出一项合理的课程活动流程，以项目式学习为活动的主体，激发学生情境兴趣，提升学生对茶文化的热情。本研究旨在解决如下问题：（1）开发混合式学习理念下的项目式学习活动课程的设计框架关键要素有哪些？（2）如何基于设计框架开发以《茶文化》为主题的混合式学习理念下的项目式学习活动课程？（3）《茶文化》课程应用效果如何？是否可以通过该课程增强学生情境兴趣？

本研究采用调查研究与行动研究方法，开展混合式环境下项目式学习活动设计与实践研究。首先在文献梳理的基础上，基于活动理论提出了该活动的设计原则和关键要素，并开发出混合式环境下项目式学习活动框架；基于此框架开发设计出茶文化主题课程，包含教师课程前端分析、基于混合式学习理念下的项目式活动设计、开放的支持资源设计、适时的支架策略和多元化的评价等。以初中一到二年级的学生为对象，进行课程实践，并对其有效性进行验证，主要包含情境兴趣量表的前后测实验。经过三轮的迭代实践，对学生学习过程、作品，以及问卷调查的相关数据等进行学习效果的评价。研究结果表明，混合式学习理念下的项目式学习活动在一定程度上促进了学生情境兴趣显著提升。通过迭代优化，本研究将家校共育的内涵注入疫情下混合式学习理念下的项目式学习活动的设计，最终形成了多方合作，提升学生对茶文化情境兴趣，并为混合式学习理念下的项目式学习活动设计提供一线案例。

Today's national economy and science and technology are developing at a high rate, and the "cultural soft power" of the country's comprehensive strength is gradually highlighting its significance and key role in world interactions. In recent years, several editions of the guidelines on traditional Chinese culture have been issued, and the Guidance Standards for Traditional Culture Education in Primary and Secondary Schools issued in 2019 clearly take curriculum reform as the background and activities as the basis to promote modern primary and secondary school students to build humanistic memory, deepen humanistic awareness and enhance humanistic confidence. As an important representative of China's outstanding traditional culture, tea and tea culture have long been an important part of traditional culture in the bloodline. The unique charm of tea culture has nurtured the unique humanistic temperament of the Chinese nation, which is the value of Chinese traditional culture passed down to this day. China is the birthplace of tea culture, and tea culture is an important part of the traditional culture of the Chinese nation.

From the research that has been conducted, although tea culture education is widely involved and is reflected in all walks of life, there are not many results of relevant writings that focus on tea culture education, with sporadic presence in many frontline teachers' reporting summaries and only a few words in the relevant chapters of cultural research, which shows that systematic argumentation and research has never formed a system. When imparting knowledge related to tea culture, the focus is often on the teacher, who has sufficient interest in tea culture and tries to infect the students with contextual interest through his or her own enthusiasm for tea culture. In an analysis of the current situation of contemporary tea culture education, it was found that the classical transmission method of "father to son, teacher to apprentice" has existed from ancient times to the present day, and that most contemporary tea culture education classes, due to geographical and other practical factors, still stop at the lecture style. Nowadays, in the age of epidemic, traditional lecture-based online courses can lead to students' interest in traditional culture dropping again and again. To address the above problems in tea culture education, this study adopts a project-based learning approach under the blended learning concept to develop a reasonable curriculum activity process for online tea culture education in the epidemic era, using project-based learning as the mainstay of the activity to stimulate students' situational interest and enhance their enthusiasm for tea culture. This study aims to address the following questions: (1) What are the key elements of the design framework for developing a project-based learning activity course under the blended learning concept? (2) How to develop a blended learning concept-based project-based learning activity course on the theme of Tea Culture based on the design framework? (3) How effective is the application of the Tea Culture curriculum? Is it possible to enhance students' contextual interest through the course?

This study adopts survey research and action research methods to carry out research on the design and practice of project-based learning activities in a blended environment. Firstly, based on literature combing, the design principles and key elements of the activity are proposed based on activity theory, and a framework for project-based learning activities in a blended environment is developed; based on this framework, a tea culture thematic curriculum is developed and designed, including a front-end analysis of the teacher's curriculum, a project-based activity design based on the blended learning concept, an open support resource design, a timely scaffolding strategy and a diversified evaluation. The curriculum was practised and validated with students from Year 1 to Year 2 of junior high school, and consisted mainly of pre and post-test experiments with the Contextual Interest Scale. After three rounds of iterative practice, students' learning processes and work, as well as data related to the questionnaire, were evaluated for learning effectiveness. The results of the study show that the project-based learning activities under the blended learning concept have contributed to a significant increase in students' contextual interest to a certain extent. Through iterative optimisation, this study infuses the connotation of home-school co-education into the design of project-based learning activities under the blended learning concept in an epidemic context, resulting in a multi-party collaboration to enhance students' interest in tea culture contexts and providing a first-line case study for the design of project-based learning activities under the blended learning concept.