发展学生的核心素养是科学教育的重要目标。项目式教学作为落实核心素养的有效教学方式，日益受到化学教育者和研究者的重视。2022年4月，《义务教育化学课程标准（2022年版）》正式发布，强调以促进学生核心素养发展为导向，充分发挥义务教育化学课程的育人功能，围绕学生核心素养的目标要求，提出了在一线教学实践中常态化开展跨学科实践活动和项目式学习活动。这迅速引起了教育研究者对项目式教学研究和实践的广泛关注。随着新课标在全国的实施，对项目式教学的评价就有了现实需求， 特别对基于课堂教与学表现的项目式教学评价尤为迫切。

课堂是教师活动和学生活动的重要场域，也是实现核心素养落地的主阵地。为了提高项目式教学评价的有效性，基于评价提高教师的项目式教学能力和项目式教学水平，特别需要基于课堂教与学表现进行项目式教学的评价。据此，本研究围绕“基于课堂教与学表现的项目式教学评价框架是怎样的？如何对项目式教学的课堂教与学表现进行评价？基于课堂教与学表现的项目式教学水平现状是怎样的？”等核心问题，从理论到实践进行系统研究。

本研究首先对项目式教学及其评价和一般教学评价及水平的已有研究成果进行了系统梳理和深入分析，厘清了项目式教学内涵特征、项目式教学的实施流程，评价指标建构的方法及水平划分方式。

其次，本研究通过对项目式教学已有理论基础分析和对项目式教学若干问题的理论分析，明确了在项目式教学的导引阶段、探究阶段和展示阶段需要解决的关键问题，提出了教师活动、学生活动和课堂文化是项目式教学课堂的重要构成要素。在此基础上，从课堂教与学表现视角和项目式教学特征视角出发，确立了基于课堂教与学表现的项目式教学评价要素及其内涵，构建了基于课堂教与学表现的项目式教学评价框架，阐释了评价框架不同要素的观测指标描述。

然后，为了使基于课堂教与学表现的项目式教学评价框架更具有可测性和易操作性，本研究在明确框架各要素内涵及观测指标描述的基础上，选取了8个不同主题的项目式教学课例进行案例分析，制定了各个观测指标不同等级的评分准则。采用专家论证对评价工具进行第1轮修订，保证评价工具观测指标及其评分准则的效度。应用评价工具对不同区域开展的135个初中化学九年级项目式教学课例进行视频编码分析，基于数据编码结果，利用Rasch模型对评价工具进行了2轮检验和修订，最终形成基于课堂教与学表现的项目式教学评价工具。该评价工具共计39个观测指标，项目式教学每个阶段有13个观测指标，每个观测指标都有3~4个不同等级的指标描述。评价工具的观测指标总体信度0.83，分离度2.19，样本总体信度0.82，分离度2.12。怀特图表明观测指标-样本的分布及匹配性良好，各观测指标的加权拟合指数均在0.7到1.3之间，评价工具信效度良好。

此外，利用修订后的评价工具，本研究按照Bookmark法（书签法）基本程序，依据Rasch模型运算出的观测指标难度值、多级评分怀特图中样本及观测指标的实然表现，和评价工具中不同观测指标的评分描述，由专家团队共同协商，进行项目式教学不同阶段的水平划分及特征描述，即无感水平、感知水平、理解水平和应用水平，和进行项目式教学总水平的划分及特征描述，即无感水平、感知水平、理解水平、应用水平和融合水平。之后通过单因素方差分析，分别对项目式教学不同阶段的4个水平和项目式教学总水平的5个水平进行合理性检验，发现各水平间存在显著性差异，说明本研究对项目式教学不同阶段的水平和项目式教学总水平的划分较为有效。

最后，基于水平划分结果和评价工具的指标描述，本研究对不同阶段项目式教学水平现状和项目式教学总水平现状进行评价，通过分析样本的教学水平分布和项目特征要素表现，发现①在项目式教学的3个阶段中，探究阶段的表现相对不佳；②绝大多数样本都处于项目式教学的感知水平和理解水平，很少能达到应用水平等较高水平；③教师活动的整体表现较差，尤其是探究阶段和展示阶段中明显较弱；④项目式教学的课堂文化建构关注度较低，特别是探究阶段和展示阶段的课堂文化需要进一步加强；⑤项目式教学中，认识角度及认识思路的生成、模型建构的难度最大。以上五个问题能够清晰地反映出初中化学项目式教学的水平现状存在的问题，这既是项目式教学的困难点，也是项目式教学水平提高的发展点。

此外，本研究还基于评价工具和划分的项目式教学水平特征，开展了对项目式教学评价与改进的个案研究。首先应用评价工具对教师改进前的项目式教学课堂进行观察和诊断，然后基于诊断结果和评价工具的观测指标描述为教师提出针对性改进建议，最后应用评价工具对教师改进后的项目式教学课堂进行再次诊断。结果显示，改进后的项目式教学的课堂教与学表现优于改进前的项目式教学的课堂教与学表现，其项目式教学水平由水平1提升为水平2。这一方面检验了评价工具的有效性和水平划分的合理性，另一方面也说明了评价工具对教师的项目式教学能力和教学水平发展的实践价值。

Developing students’ core literacy is an important goal in science education. Project-based teaching has gained increasing recognition among chemical educators and researchers as an effective approach to implementing core literacy discipline. The Compulsory Education Chemistry Curriculum Standard (2022 Edition) was officially released in April 2022. It aims to enhance students' core literacy fully using the educational function of the compulsory education chemistry curriculum. To achieve this, it proposes conducting interdisciplinary practice activities and project-based learning activities in the front-line teaching practice. This development has generated extensive attention among educational researchers in exploring and implementing project-based teaching methods. As the new curriculum standards are being implemented nationwide, there is a real need to evaluate project-based teaching approaches, especially for their impact on classroom teaching and learning performance.

The classroom is an important domain for teachers’ and students’ activities, making it the central arena for implementing core literacy practices. To improve the effectiveness of project-based teaching evaluation and improve teachers' abilities and proficiency in project-based teaching levels based on evaluation, it is particularly necessary to evaluate project-based teaching based on classroom teaching and learning performance. Therefore, this research addresses such core issues as “What constitutes an evaluation framework for project-based teaching grounded in classroom teaching and learning performance”? “How can the classroom teaching and learning performance of project-based teaching be evaluated”? and “How can teachers’ proficiency in delivering project-based teaching be described”? To address these fundamental questions, this study conducts a systematic investigation spanning theoretical and practical aspects.

This research first systematically combed and comprehensively analyzed the existing studies on project-based teaching, its evaluation, and general teaching evaluation and levels. It clarified the fundamental characteristics of project-based teaching, including its implementation process, methods for constructing evaluation indices, and level division.

Second, this study constructs a teaching evaluation framework based on classroom teaching and learning performance. Through the analysis of the existing theoretical basis of project-based teaching and the theoretical analysis of key issues associated with the project-based teaching approach, this study identifies the critical challenges encountered during the guidance, exploration, and demonstration stages of project-based teaching. Furthermore, this study highlights teacher activities, student activities, and classroom culture as crucial elements of a project-based teaching environment. Building upon this understanding, this study established the essential elements and underlying principles of evaluating project-based teaching based on classroom teaching and learning performance. Moreover, it constructed a project-based teaching evaluation framework based on classroom teaching and learning performance. Within this framework, this study provides detailed descriptions of indicators associated with different elements.

Subsequently, this study takes steps to refine the framework to enhance the measurability and operational feasibility of the project-based teaching evaluation framework based on classroom teaching and learning performance. Building upon the clarified connotation of each framework element and the descriptions of observation indicators, eight project-based teaching cases with different themes were selected for in-depth analysis. This analysis aims to clarify the evaluation of each observation indicator at different stages and sub criteria. Then, the evaluation tool undergoes a first round of revision with expert argumentation to ensure its accuracy and the validity of the indicators and their scoring criteria. Subsequently, the evaluation tool analyzes the video recordings of 135 project-based teaching cases in ninth-grade chemistry classes across different regions. Based on the data coding results, the Rasch model conducts two rounds of inspection and revision of evaluation tools and finally forms a project-based teaching evaluation tool based on classroom teaching and learning performance. The evaluation tool has a total of 39 observation indicators, with 13 indicators allocated to each stage of project-based teaching. Each observation indicator is further divided into 2–3 levels. The overall reliability of the observation index of the evaluation tool is 0.83 (resolution = 2.19), while the overall reliability of the sample is 0.82 (sample resolution = 2.12). The white chart shows that the item subjects are well-distributed and matched, and each observation index has a weighted fitting index between 0.7 to 1.3, indicating good reliability and validity of evaluation tools.

Then, this study used the revised evaluation tool and followed the basic procedure of the Bookmark method. The difficulty value of observation indicators was calculated using the Rasch model. The actual performance of samples and observation indicators were presented in a multi-level scoring white chart, and the expert team used the scoring description of different observation indicators in the evaluation tool to come to a consensus. A one-way analysis of variation was conducted to assess the rationality of the division into four levels for project-based teaching stages (guidance, inquiry, and demonstration stages) and five levels for overall project-based teaching. The results revealed significant differences among the levels, indicating the effectiveness of this study in accurately classifying the levels of different project-based teaching stages and the overall level of project-based teaching.

Finally, based on the results of level division and the indicator description of evaluation tools, this study evaluates the current status of the project-based teaching level and the overall level of project-based teaching across different stages. By analyzing the distribution of the teaching levels among samples and the performance of project characteristics, several findings emerge: ① The inquiry stage exhibits relatively poor performance among the three stages of project-based teaching; ② Most samples demonstrate proficiency in the perception and understanding of project-based teaching, with few reaching the high level of application; ③ The overall performance of teachers' activities is poor, especially in the exploration and demonstration stages; ④ Attention paid to the construction of classroom culture in project-based teaching is relatively low, necessitating a special focus on strengthening classroom culture in the exploration stage and the demonstration stage; ⑤ The generation and model construction of cognitive perspective and thinking are the most difficult in project-based teaching. These five observations can reflect the problems existing in the current situation of project-based teaching in junior high school chemistry, which underscore the difficulty of project-based teaching and pinpoint areas for further development to enhance the overall quality of project-based teaching.

In addition, this study conducted a case study on the evaluation and improvement of project-based teaching using the evaluation tools and the characteristics of the project-based teaching level. First, the evaluation tool was used to observe and diagnose the teacher's project-based teaching classroom before any improvement. Then, based on the diagnosis results and the observation indicators from the evaluation tool, targeted improvement suggestions were presented to the teacher. Finally, the evaluation tool was used to diagnose the teachers’ improved project-based teaching classroom again. The results show that the classroom teaching and learning performance of the improved project-based teaching is better than that of the previous approaches, leading to an improvement in the project-based teaching level from Level 1 to 2. This assessment serves two purposes: first, it assesses the effectiveness of evaluation tools and the rationality of the level division. Second, it explains the practical value of evaluation tools in enhancing teachers' project-based teaching skills and improving their teaching standards.