Research On The Application Of Project-based Learning(PBL) In The Unified Compilation Of Senior Chinese Textbooks

China is currently facing an increasingly complex international situation and rapidly changing social development,and the demand for talent training is constantly changing.In order to cultivate outstanding talents compatible with innovative developed countries,educational reform has gradually shifted to cultivating students' core literacy,and in this context,how to make rational use of the unified teaching materials in front-line teaching and realise the educational concepts pointed out in the curriculum standards has become an urgent problem for schools and teachers.In response to this problem,the project-based learning teaching model,which is widely used in the West,has gradually attracted the attention of educators.Project-based learning advocates the use of projects as a carrier,emphasising the development of students' problem-solving skills and improving core literacy through collaborative inquiry learning,it is worth advocating for its application in front-line teaching.In this paper,we analyse the characteristics of project-based learning and language subjects,combine project-based learning with unified language teaching materials,and propose suggestions and practical solutions for the application of project-based learning in high school language teaching.This paper is divided into three chapters,chapter 1 is a theoretical exploration of the application of project learning in language subjects.It analyses the connotation of project learning and its implementation patterns,theoretical research,design framework and presentation in language subjects.Project learning is an evolving pedagogical model that incorporates Western constructivist,pragmatist,structuralist and multiple intelligence theories as its theoretical underpinnings;in the language subject,project learning is more appropriately presented as a disciplinary approach to teaching and learning,and its application should include consideration of core knowledge,driving questions,higher-order cognition,learning practices,public outcomes and throughout evaluation.Chapter 2 is a practical analysis of project learning in senior secondary languages,which focuses on the educational orientation and implementation strategies of senior secondary languages and the unified textbooks.At present,senior secondary languages advocate a core literacy-based education objective and a teaching system oriented towards learning task clusters,and the units in the unified textbook are written on this basis.Therefore,the design of project learning in senior secondary languages should be based on the textbook units and revolve around practical language activities.Chapter 3 provides three case studies on the design of the unified textbook:Project 1 points to the literary reading and writing task group,Project 2 to the contemporary cultural engagement task group,and Project 3 to the critical reading and expression task group.The three case studies provide some thoughts on the design and implementation of different learning task groups and teaching units.Finally,there is a concluding section which composes and summarizes the main research and practical aspects of the value of this thesis.Through a study of the application of project learning in unified high school language teaching materials,this paper finds that project learning has significant advantages in transforming classroom subjects,integrating teaching contents,changing teaching methods and promoting the development of students' core literacy.However,due to various objective and subjective factors,there are still many shortcomings in this paper.In the future,there is still a need to combine theory and practice in order to enrich and improve the content of the paper and make it more universal and application-worthy.