Connotation and Effectiveness of Project-Based Learning (PJBL): A Systematic Literature Review

Project-Based Learning (PjBL) is one of the key topics in current basic education reform. To solve the real problems of unclear connotation and doubtful effectiveness of PjBL in the research and practice of PjBL, this paper empirically analyzes the viewpoints on the connotation and effectiveness of PjBL in 24 journal articles through a systematic literature review method. The results show that there are three perspectives on the connotation of PjBL: teaching, learning and curriculum, and that the effectiveness of PjBL on students' literacy development and academic achievement is affected by a combination of contextual factors, student factors and teacher factors. On this basis, this paper analyzes the connotation of PjBL from the perspective of integration, proposes three measures to ensure the effectiveness of PjBL, and refines seven future research themes on PjBL to further promote the normalization and high-quality development of PjBL