Integrative Development of Language Proficiency and Thinking Quality: Strategic Construction of Project-Based Learning in Primary School English Education

Based on the requirements of the English Curriculum Standards for Compulsory Education (2022 Edition), this study explores strategic frameworks and practical pathways for fostering the integrative development of language proficiency and thinking quality in primary school English teaching. Through project-based learning (PBL), students engage in authentic tasks that facilitate the deep integration of linguistic competence and cognitive development. The paper begins by analyzing the current pedagogical landscape, where an overemphasis on linguistic form often overshadows the cultivation of thinking skills, resulting in underdeveloped higher-order thinking abilities. Grounded in constructivist learning theory, deep learning theory, and core competency-oriented education, this paper propose three design principles for PBL—authenticity, integration, and hierarchy—and illustrate their implementation through case studies such as "Designing an English Menu for a Campus Food Festival." The study concludes by highlighting the value of PBL in synergizing language and thinking development, while suggesting future research directions, including cross-grade applicability, enhanced teacher training, and individualized student support.