项目式学习被认为是一种通过让学生参与真实、复杂的任务, 调动批判性思维、问题解决和跨学科整合能力以促进深度学习的教学方法。本研究从教师即研究者的视角在中国北京S学校初中英语教学中实施项目式学习（PBL），旨在探索教师如何有效地在英语作为外语（EFL）教学中实践PBL，以增强英语核心素养并促进学生深度学习。以指向核心素养的项目式学习“三六”标准模型为理论指导，本研究采用自我研究的研究方法，研究者在公立学校环境中设计、实施并评估PBL框架。数据收集方法包括与教师和学生的半结构化访谈、参与观察和文件分析。本研究通过实践英语学科项目设计、实施和评估过程，发现英语项目式学习对教师的挑战，总结相应的解决方法并生成PBL的实践流程模型。研究结果表明，教师在英语学科项目式学习主要有两个困难，一是设计环节需要克服英语作为外语教学的语用环境需求抛出真实的驱动性问题；二是实施环节需要综合项目式学习开放的教学特点引导学生达成课程标准要求，提升英语学科核心素养。通过总结项目式学习中“三六标准”理论的关键成功因素，教师可以遵循一个项目式学习开展的动态过程来设计、实施和评估项目式学习。在设计阶段，教师可以通过三个步骤实施六个设计元素：1) 选择项目主题并提出核心驱动问题，2) 分解核心驱动问题并制定项目计划，以及3) 明确学习目标和设计评估计划。在实施阶段，教师可以通过三个步骤完成六个实施元素：1) 项目启动和计划：建立PBL文化，明确任务；2) 项目执行和监控：问题驱动，制作产品；3) 项目结束和反思：成果展示，评估反思。在评估阶段，教师可以通过三个步骤使用六个评估要素：1) 指导项目学习设计，2) 调整实施项目学习过程，3) 通过反思结束本次项目学习，为下一个项目式学习周期的启动做准备，以此动态循环。

Project-based learning is recognized as a teaching method that aligns with deep learning by engaging students in authentic, complex tasks that require critical thinking, problem-solving, and interdisciplinary integration. This study investigates the implementation of Project-Based Learning (PBL) in junior high school English teaching from the teacher also the researchers’ perspective at S School in Beijing, China. It aims to explore how teachers can effectively practice PBL in English as a Foreign Language (EFL) teaching to enhance English subject core competencies and foster deep learning. This qualitative study employs a self-study methodology where the researcher designs, implements and evaluates PBL frameworks within the public-school setting. Data collection methods include semi-structured interviews with teachers and students, participant observations, and document analysis, all guided by the "Three-Six Standards" model developed specifically for this context. This study, through the design, implementation, and evaluation of English disciplinary project-based learning, identifies challenges faced by teachers and synthesizes corresponding solutions to generate a practical process model for PBL. The research findings indicate that EFL teachers encounter two main difficulties in English PBL: firstly, in the design phase, they need to overcome the demand for authentic driving questions within the pragmatic context of English as a foreign language; secondly, in the implementation phase, they need to integrate the openness of project-based learning to guide students in meeting curriculum standards and enhancing core competencies in the English discipline. By summarizing the key success factors of the "Three-Six Standards" theory in project-based learning, teachers can follow a dynamic process for designing, implementing, and evaluating project-based learning. In the design phase, teachers can implement the six design elements of question-driven, sustained inquiry, students' participation, subject integration, public product, and evaluation guidance through three steps: 1) Selecting Project Themes and Proposing Core Driving Questions, 2) Decomposing the Core Driving Question and Developing Project Plans, and Clarifying Learning Objectives and 3)Designing Evaluation Plans. During the implementation phase, teachers can fulfil the six implementation elements of focusing on curriculum standards, building culture, project management, building scaffolding, learning assessment, and reflection through three steps:1) Project Initiation and Planning: Building PBL culture, Clarifying tasks; 2) Project Execution and Monitoring: Investigating problems, Producing products; 3) Project Closure and Reflection: Outcome presentation, Evaluation, Reflection. In the evaluation phase, teachers can 1) guide project design, 2) adjust the implementation process, and 3) conclude with reflections using the six evaluation elements of knowledge, authenticity, practice, collaboration, engagement, and perception, thereby preparing for the initiation of the next project-based learning cycle.