项目式学习对中学生英语核心素养非语言维度影响的实证研究述评

An Empirical Research Review on the Impact of Project-Based Learning on Non-Language Dimensions of Secondary School Students’ English Core Competencies

摘要: 本研究通过系统性文献综述整合2008~2024年35篇实证研究，探讨项目式学习(PBL)对中学生英语核心素养非语言维度(批判性思维、合作能力)的影响。多数高质量研究表明PBL通过驱动性问题与真实性任务激活认知链，对批判性思维具有显著的积极影响(效应量d值范围0.43至1.02，不同研究间存在较大差异)，合作能力呈现特定教育情境下的复杂特征，例如在中国重点中学的PBL实践中，学生分工执行效率较高，但在协商意愿上可能受到课堂竞争环境的影响，呈现出与强调开放式协商的多元文化情境不同的特点，其效能受任务真实性、教师引导及学生语言水平制约，实施中面临课时冲突、师生适应障碍及资源壁垒等挑战，“微项目链”“分层角色制”等本土化策略可有效提升成效；研究指出现有样本偏差、素养覆盖不均衡及教师视角缺失等局限，未来需构建适配中国教育生态的PBL模型，加强长周期追踪与技术赋能，推动语言能力与非语言素养协同发展，为中学英语素养培育提供实证参照。

Abstract: This study employs a systematic literature review to synthesize 35 empirical studies published between 2008 and 2024, exploring the effects of project-based learning (PBL) on the non-language dimensions (critical thinking and collaboration skills) of secondary school students’ English core competencies. Most high-quality studies indicate that PBL activates cognitive chains through driving questions and authentic tasks, exerting a significant positive effect on critical thinking (effect sizes ranged from 0.43 to 1.02, with considerable variation across studies). Collaboration skills exhibit complex characteristics shaped by specific educational contexts. For instance, in PBL practices in key Chinese secondary schools, students demonstrate high efficiency in task division, but their willingness to engage in negotiation may be influenced by competitive classroom environments, presenting patterns distinct from multicultural contexts that emphasize open negotiation. The effectiveness of PBL is constrained by factors such as task authenticity, teacher guidance, and students’ language proficiency. Implementation challenges include time constraints, adaptation difficulties for both teachers and students, and resource barriers. Localized strategies such as “micro-project chains” and “stratified role systems” have been shown to effectively enhance outcomes. The review identifies limitations in existing research, including sample bias, uneven coverage of competencies, and a lack of teacher perspectives. Future research should focus on developing PBL models suited to China’s educational context, strengthening long-term longitudinal studies, leveraging technology, and promoting the coordinated development of language proficiency and non-language competencies, thereby providing empirical references for cultivating English competencies in secondary education.