Research on Interdisciplinary Project-Based Teaching in Primary Schools Catalyzed by Digital Intelligence Empowerment

With the rapid development of information technology,digital intelligence empowerment has gradually become an important direction of educational innovation.This paper uses the case analysis method to explore in depth how digital intelligence empowerment and project-based teaching can promote the integration of primary school curricula.Taking the teaching of intelligent patrol cars as an example,this paper analyses the positive role of digital intelligence empowerment in improving teaching effectiveness and cultivating students’comprehensive ability.The research results show that digital intelligence empowerment not only enriches teaching resources but also optimizes the teaching process.Combined with project-based teaching methods,it can effectively improve students’interest in learning and performance.This study provides a useful reference and inspiration for the project-based teaching of curriculum integration in primary schools and has certain practical significance and theoretical value for promoting the process of educational informatization.

PBL(Project-Based Learning)理念融入高职劳动教育的价值意蕴与实践路径

劳动是人维持自我生存和自我发展的唯一手段,劳动教育是推进立德树人根本任务及提升人才培养质量的重要载体。然而教材体系不够成熟、课程体系不够健全、评价体系不够完善是当前高职劳动教育存在的突出问题。将PBL(Pro-ject-Based Learning)项目式教学理念融入劳动教育,契合高职人才培养目标,有助于提高师生参与的积极性,促进劳动教育效果提升。对此,在推进PBL教学理念融入劳动教育教学过程中,加强顶层设计明确目标,聚焦职教特色融通资源,项目驱动理实教育一体化,量身定制项目化测评体系,切实培养好学生的劳动意识、劳动思维、劳动能力。

Project-based教学模式在初中英语教学中的实践探索

从背景、目标、过程、成果和发现等五个方面展示初中英语教学中对Project-based教学模式的实践探索。提出梳理知识结构,确定项目序列;基于项目小组,开展持续性探究;汇报学习成果,升华认知结构的实践路径。认为通过探索Project-based教学模式在初中英语教学中的应用,不仅收获了独特的校本实践路径,形成了教学案例及实践经验,而且提升了学生的综合语言运用能力,促成了师生间多元化的互动,促进了学生的个性化发展。

面向认知协作的Project-based供应链跨组织合作创新方案评价

Project-based供应链作为一种临时性组织,项目价值增值的实现取决于project-based供应链跨组织合作创新的成功。在将认知协作理论引入剖析project-based供应链跨组织合作创新的基础上,文章将其视为一个知识流驱动的跨组织认知协作过程,在满足认知协作条件的前提下,应用基于前景理论的灰关联多指标决策模型评价和选择project-based供应链跨组织合作创新方案,为项目型组织实施project-based供应链跨组织合作创新和实现项目价值增值提供了理论指导和决策支持,为实现项目价值增值提供了一种新的解决思路和方法。

Alternative Assessment in an EFL Project-based Learning Context: Perceptions and Correlations

This study aims to explore Chinese university EFL learners'perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course.It also seeks to compare the relationship between alternative assessment and teacher assessment.The findings showed that a strong correlation between alternative assessment and teacher assessment occurred.Alternative assessment activities are viewed by students as"authentic"assessments,as they mimic how the student will be using their knowledge in the future.Alternative assessment as a form of formative assessment can be a powerful day-to-day tool for teachers and students.Alternative assessment is an enabler of process of learning.The study suggests that alternative assessment can encourage learners to become more fully responsible for their learning and can result in more and better learning.Alternative assessment can thus be used as a golden key to the"deaf and dumb"phenomenon for Chinese university EFL learners.

Project-based Language Learning: an Activity Theory Analysis in SOE Language Learning

This study focuses on the effectiveness of the project-based language learning(PBLL) in a college Secretarial Oral English(SOE) Module. Student reflections of the language project work have been analyzed through Activity Theory. Moreover,Data has been collected and categorized based on the components of complex human activity: the subject, object, tools(signs,symbols, and language), the community in which the activity take place, division of labor, and rules. The findings theoretically support the outcome of project-based language learning which align with the object of the activity.

A Project-Based Assessment Model for Higher Vocational College Eng⁃lish Speaking Teaching

This study intends to explore a new project-based assessment model for higher vocational English speaking teaching.A new selective course was initiated by the author for study purpose.A semester-long project was carried out.A scoring rubric around content,pronunciation,language and PPT use was developed.Both quantitative and qualitative approaches were employed.The overall results show that the new project-based assessment model has been proved effective in evaluating students’project outcomes.

Development of Fundamental Competencies for Working Persons Through Project-Based Learning

Universities teach mainly specialized subjects and the liberal arts. Society expects university students to gain certain basic skills important when working for a company. These skills can be divided broadly into action, thinking, and teamwork. The purpose of this paper is to propose a method of project-based education for developing fundamental competencies for working persons. Many studies have been reported on educational methods with project management techniques, but few have considered project-based education aiming at improving fundamental competencies for working persons. If these competencies can be developed through project-based education, it will be possible to develop not only teamwork skills, but also a wide range of skills involving action as well as thinking. The traditional Japanese university curriculum comprises specialized subjects and the liberal arts. The author proposes the addition of project-based education to develop basic skills needed in the workforce. This research proposes an education model for basic competency training and examines the educational outcomes by studying results of a cooking tool project assigned to university students. The model includes Teoriya Resheniya Izobretatelskikh Zadatch （TRIZ, a Russian acronym for the theory of inventive problem solving）, a World Cafe, and the SECI process （a process of knowledge creation comprised of socialization, externalization, combination, and internalization in knowledge management） in the hope that this model will be conducive to implementing effective project-based learning. This research concludes that it is possible to develop the basic skills needed by university students in society through project-based learning under a basic skills education model.

Project-based Learning in Calculus on The Use of Maple Software Technology

In this article, authors describe how to use the project-based learning （PBL） pedagogy to enhance students＇ Calculus learning based on the first author＇s experimental teaching experience. The ＂2014 BMCC Polar Art Calendar＂ project was completed by Calculus students at Borough of Manhattan Community College （BMCC） during the fall 2013 semester. Students were requested to apply graphs of polar equations to create computer-generated images with a variety of flower patterns by using the Maple technology in a math lab. At the end of this project, students were requested to submit and present their written reports to express their mathematical thinking. Authors also explain in details how to create projects compatible with textbook knowledge learning objectives, how to prepare scaffolding materials for students to use, how to utilize a math lab and to work with lab technicians in Maple Software, and how to design a rubric for project evaluations. Students＇ artwork created in the Polar Art Calendar are presented. Students＇ positive outcomes have proven a success of this project design as well as its execution as an example of PBL. Benefits to students and challenges to teachers on the use of PBL approach have been discussed at the end of this article.

Applying Fuzzy Rule-Based System on FMEA to Assess the Risks on Project-Based Software Engineering Education

Project-based learning has been in widespread use in education. However, project managers are unaware of the students’ lack of experience and treat them as if they were professional staff. This paper proposes the application of a fuzzy failure mode and effects analysis model for project-based software engineering education. This method integrates the fuzzy rule-based system with learning agents. The agents construct the membership function from historical data. Data are processed by a clustering process that facilitates the construction of the membership function. It helps students who lack experience in risk assessment to develop their expertise in that skill. The paper also suggests a classification technique for a fuzzy rule-based system that can be used to judge risk based on a fuzzy inference system. The student project will thus be further enhanced with respect to risk assessment. We then discuss the design of experiments to verify the proposed model.

To Cultivate Outstanding Software Engineer Based on Project-based Learning

This thesis sketches the connotation of project-based learning and introduces the basis on which project-based learning is practiced and applied in school of software as well as the plan of further practicing project-based learning.At the same time,this thesis also discusses application of project-based learning in "education and cultivation plan of excellent engineer".

Promotion of Project-Based Learning Aimed at Professional Skills

Project-based learning theory is applied in Software English course. The aim is to develop students＇ professional skill. A professional skill scale of software engineer is introduced with Software English communicative skill （reading skill, writing skill, listening skill, and communicative skill）, engineering thinking habit （skill of design the plan and problem-solving skill）, engineering thinking skill, knowledge of software engineering, and Emotion Quotient to deal with problems （Team spirit and communicative skill and self-assessment skill）. For software majors, students learn about five stages and job responsibilities in software making process.

Using Project-Based Learning （PBL） in Management Accounting Course： Lesson and Reflection From Entrepreneurship Education

One of the main issues in entrepreneurship education is integrating core course to entrepreneurship course. Many educators fail to integrate core course and entrepreneurial education. The purpose of this study is to investigate whether the integration of management accounting course in entrepreneurship course will accomplish the objective of entrepreneurship education. This study is derived from the experience of entrepreneurial project course at Management Department of Ciputra University, Surabaya. This study uses an explorative approach to investigate the implementation of project-based learning （PBL） in management accounting course. The result shows variation of output. There are about 91% business can be implemented by business groups and about 33% target achieved. Several management accounting techniques are used in this study, such as balanced score card （BSC）, activity-based costing （ABC）, activity-based management （ABM）, cost-volume-profit （CVP） analysis, and tactical decision making. This study found that by using management accounting techniques, student can run the business well especially when they have to make decision. This study strengthens the role of management accounting in business practices, and furthermore, this study proves that management accounting is beneficial for entrepreneurs who are still in the start-up business stage.

Under "Integration of Doing, Learning and Teaching", Research on the Project-Based Teaching Innovation of "Landscape Planning and Design"

Based on the research on the project course theory of "integration of theory and practice" in higher vocational education and the analysis of practical teaching in colleges and universities at home and abroad, combined with literature research, case analysis, system theory and other research methods, the project-based teaching goal, model, content and means of "integration of doing, learning and teaching" in higher vocational education is explored, and the project-based teaching model of "Landscape Planning and Design" is discussed combined with the application of information-based teaching methods. So as to provide references for carrying out the project-based teaching in similar courses in higher vocational colleges and really achieve docking the actual post requirements with the course to provide the basis for achieving the purpose of cultivating skilled talents in higher vocational education.

Application of Project-Based Teaching in Practical Teaching of Manual Accounting Simulation

In this paper, the author explained characteristics of project-based teaching in practical training of manual accounting simulation, and clarified significance of project-based teaching in accounting simulation teaching and relevant application researches based on analysis on comprehensive manual accounting simulation. Also, to improve effects of project-based teaching in manual accounting simulation courses, teachers need to pay attention to multiple questions during the application.

Application of Project-based Teaching Method in Automobile Teaching

In order to meet the needs of enterprises, improve interest in learning and enhance teaching and learning effect, project-based teaching in automobile specialty shows its unique advantages. In this paper, the practical significance and application of projectbased teaching method in automobile specialty teaching were expounded, the teaching experience gained was explored and summarized, and the relevant guarantee measures for good project-based teaching in automobile specialty were put forward.

Project-based Learning （PBL） for Enhancing Chinese College Students＇ English Performance

Project-based learning （PBL） as an instructional approach focuses on student-centeredness through contextualizing learning by presenting students with real world issues and practices that aim at achieving enduring learning effects. As a challenge to traditional lecture-based instruction, PBL may generate positive backwash assessment effects via documenting the process of developing authentic language skills. These skills-oriented outcomes are achieved through proper curricula in appropriate learning situations via various dimensions. However, problems may occur such as management, pressure from administration, evaluation doing their selected projects. teacher/student attitude, class size and proper group process and criteria, and students＇ likely frustrations in

Design and Implementation of Project-Based Collaborative Learning in a Micro-lesson

Combined with the features and strategies of project-based collaborative learning, micro-lesson—as one of modern teaching means, can display the teaching design and implementation of PBL, thus students can improve their awareness and ability of cross-cultural communication in the process of experience PBL.

A Practical Case of Lesson Design Based on Project-based Teaching Method in the Internet Plus Era

This paper tended to make a brief introduction of project-based teaching method and the situation of vocational school students’English learning in the class of the major e-commerce in the internet plus era,then the writer focused on presenting the process design a practical case of lesson design base on the tasked-based method in the English classroom teaching,which would be an active approach of teaching evolution in the information networking era.

Project-based learning principles:Insights from the development of large infrastructure

In recent decades,interest in project-based learning within organizational learning has grown significantly.This study synthesizes principles that facilitate learning at the project level.Through a cross-case analysis of the Gaasperdammer Tunnel project in the Netherlands and the Hong Kong-Zhuhai-Macao Bridge in China,and validation via focus group discussions,we have identified five key principles:Owner Commitment,Social Environment Approach,Collaboration Vision,Value Orientation,and Open Mindset.These principles highlight the mindsets that guide the behavior and thinking of project practitioners beyond prescriptive processes and routines.Our research enhances the understanding of how project participants can learn from their involvement in unique,complex projects and improve their capabilities for future endeavors.We emphasize the critical role of learning in the development of project capabilities and suggest it be a focal point in future research on infrastructure development projects.