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More and more educators around the world, both in and out of the classroom, believe that Project Based Learning (PBL) is an important instructional approach that enables students to master academic skills and content knowledge, develop skills necessary for future success, and build the personal agency needed to tackle life’s and the world’s challenges. All students, no matter where they live or what their background, deserve access to high quality Project Based Learning.

世界各地越來越多的教育工作者認為，項目式學(xué)習(xí)（PBL）是一種重要的教學(xué)引導(dǎo)方法。這一方法可以幫助學(xué)生掌握學(xué)術(shù)技能和知識內(nèi)容，培養(yǎng)未來成功所需的素養(yǎng)，并構(gòu)建能解決未來個人問題及世界問題的能力。所有的學(xué)生，無論他們身在何處，是何背景，都應(yīng)該享有高質(zhì)量的項目式學(xué)習(xí)。

At the present time, however, there is a lack of agreement about what goes into high quality Project Based Learning. Various models and guidelines for PBL have been created by experts and organizations in recent years. These are typically written from the perspective of the teacher. The Framework for High Quality Project Based Learning describes PBL in terms of the student experience and is intended to provide educators everywhere with a shared basis for designing and implementing good projects.

然而，目前對于高質(zhì)量項目式學(xué)習(xí)的界定還缺乏共識。近年專家和機構(gòu)提出了多種PBL模型和準則，全部都是從教師視角來構(gòu)建的。本文中的“高質(zhì)量項目式學(xué)習(xí)框架”（HQPBL）將從學(xué)生的視角來描述項目式學(xué)習(xí)，旨在為世界各地的教育工作者在設(shè)計并實踐高質(zhì)量項目時，提供參考。  

The Framework for High Quality Project Based Learning is based on the accumulated experience, wisdom, and research of hundreds of educators who have graciously shared their ideas and critique. It describes six criteria, each of which must be at least minimally present in a project in order for it to be judged “high quality.” The presence of a criterion, however, is only a beginning. Each criterion can be judged in turn as to the quality of its implementation. Projects that are the most memorable, and that have the greatest impact on student learning and development, will be those with the highest quality implementation of each criterion.

“高質(zhì)量項目式學(xué)習(xí)框架”（HQPBL）是基于數(shù)千名教育工作者的豐富經(jīng)驗，認知與研究而構(gòu)建的，這些教育工作者也分享了他們的想法，并積極做出評論?！翱蚣堋碧岢隽?個衡量標(biāo)準，在一個項目中，這六個標(biāo)準每一項至少都要有所涉及，這樣才能評估這個項目是否是“高質(zhì)量”。而標(biāo)準的體現(xiàn)只是開始。每一個衡量標(biāo)準還應(yīng)該在項目執(zhí)行的過程中可以被準確評估。那些讓學(xué)生最難忘的項目，對學(xué)生學(xué)習(xí)影響最大的項目，將會是那些在每個衡量標(biāo)準中都取得高分的項目。

本文轉(zhuǎn)自微信公眾號“三有項目式學(xué)習(xí)”，翻譯李葉。原文鏈接。文章為作者獨立觀點，不代表芥末堆立場。