Research On The Application Of Project - Based Learning (PBL) In Teaching Chinese As A Foreign Language

This article is based on the research between two Grade3class, using5Cs to assess students’learning outcomes during6months. Noticing the differences between PBL class and traditional second language class, it is necessary to redefine the purpose of teaching Chinese as a second language which is not only teaching grammar knowledge, but make sure students have the capability to use the target language to solve real problems in the life and develop their21century skills.In the research, the data is based on formative assessment, summative assessment and self-report. According to the result, PBL is better than traditional language teaching for these three reasons: Better content study, More engagement on students, Training for21century skills.While applying PBL to the class, I have also identified some issue that can not be ignored.:Using variety of teaching strategies, Emphasis on Chinese Characters Learning, Teaching language skills through communication.