项目式学习在高中英语语法教学中的应用路径——以定语从句教学为例

Application Pathways for Project-Based Learning in Senior High School English Grammar Teaching—A Case Study of Teaching Relative Clauses

摘要: 项目式学习能够为高中英语语法知识的情境化理解与实际运用提供新的教学思路。本文结合项目式学习的核心特征与高中英语语法教学要求，归纳情境真实、问题驱动、学生主体和评价促进四项设计原则，并借鉴高中英语项目式学习的相关框架，构建项目式语法教学的具体实施路径。以译林版高中英语必修第一册Unit 3 Getting along with others中关系代词引导的限制性定语从句为例，围绕“为高一新生制作英文校园交友指南”这一项目，依次从确定主题性项目、制定活动性目标、生成真实性任务、提出驱动性问题、设计过程性活动和开展多元性评价六个方面展开具体教学设计。该设计尝试将项目任务与语法学习过程有机结合，使学生在解决真实问题、完成项目成果的过程中产生语言表达需求，并通过持续探究、合作实践与评价修改促进目标语法由形式理解走向意义建构和语境运用，为高中英语语法教学的情境化与实践化提供参考。

Abstract: Project-based learning provides a new approach to promoting the contextualized understanding and practical use of English grammar knowledge in senior high school. Drawing on the core features of project-based learning and the requirements of senior high school English grammar teaching, this paper proposes four design principles, namely authentic context, problem orientation, student-centeredness, and assessment for learning. Based on relevant frameworks of project-based learning in senior high school English teaching, a specific implementation pathway for project-based grammar teaching is constructed. Taking the teaching of restrictive relative clauses introduced by relative pronouns in Unit 3 Getting along with others of Compulsory Book 1 of the Yilin Press Senior High School English Textbook as an example, the study designs a project entitled “Creating an English Friendship Guide for New Senior High School Students”. The teaching design is developed through six aspects: identifying a thematic project, setting activity-based objectives, designing authentic tasks, formulating driving questions, organizing process-oriented activities, and conducting multiple forms of assessment. The design attempts to integrate project tasks with the process of grammar learning, so that students develop a genuine need for language expression while solving authentic problems and producing project outcomes. Through sustained inquiry, collaborative practice, and assessment-based revision, students are guided to move beyond the understanding of grammatical forms toward meaning construction and contextualized use. This study aims to provide practical reference for the contextualization and application-oriented teaching of English grammar in senior high school.