Project-based Learning in Basic Education: Literature Review and Research Perspectives

Project-Based Learning (PBL), as a central innovative model in the field of education in the 21st century, has garnered global attention. Through a literature review, this study systematically reviews the development of PBL both domestically and internationally, encompassing the construction of theoretical frameworks, the evolution of practical pathways, diverse implementation strategies, comprehensive assessment mechanisms, and its specific application within the national curriculum system. PBL demonstrates multifaceted characteristics in educational practice, such as interdisciplinary integration, student-centered instructional design, and a close connection with real-world issues, which together reveal its unique advantages in cultivating students' core competencies. Additionally, PBL plays a pivotal role in national curriculum reform, particularly in fostering critical thinking, creativity, communication, and collaborative skills among students. Looking ahead, the development of PBL models tailored to different regional characteristics, especially the formulation of feasible implementation plans for resource-poor areas, and an increased focus on the professional development and training of teachers in western regions, have become significant research directions. The overall advancement of PBL in the national curriculum at the school level not only helps students meet national curriculum standards but also stimulates proactive learning and innovative thinking through PBL's distinctive teaching methods. Therefore, how to effectively promote project-based learning in the national curriculum at the school level has become a key issue in current research. This topic holds significant theoretical and practical value and has a profound impact on promoting educational innovation and enhancing students' comprehensive qualities.