万双网讯  今日，龙华区重点课题 “PBL 协同实践中教师的身份重构——基于合作生态的中小学育人方式转型探索” 开题报告会在万科双语学校举行。

Today, the kick-off meeting for the key project of Longhua District, titled “Reconstruction of Teachers’ Identities in PBL Collaborative Practice - An Exploration of the Transformation of Primary and Secondary School Education Methods Based on a Cooperative Ecosystem”, was held at Vanke Bilingual School.

市区内外教育科研专家、及课题组成员参会，为课题研究明确方向，助力 PBL 项目制学习教学落地与育人方式转型。

Educational and scientific research experts from inside and outside the district, as well as members of the project team, attended the meeting. They clarified the direction of the project research and provided support for the implementation of Project-Based Learning (PBL) teaching and its transformation of education methods.

一、开题汇报：聚焦核心，明晰研究路径

Project Kick-off Report: Focusing on Core Issues and Clarifying the Path of Research

课题主持人杨帆校长从问题提出的背景、课题研究的价值、核心概念的界定、国内外研究综述、研究目标与研究内容、研究思路与方法、预期成果与保障条件等方面进行报告。

Ms. Yang Fan, principal and leader of the project, delivered a report covering aspects such as the background of research questions, the value of the project, the definition of its core concepts, an overview of domestic and international research, research objectives and contents, research ideas and methods, expected outcomes, and supporting conditions.

杨帆校长提出当前中小学育人方式转型关键期，PBL 教学需教师突破 “知识传授者” 身份，但教师 “孤岛式” 工作模式成阻碍。如何实现教师身份的重构，使其更好地适应合作生态下的教学需求，成为制约 PBL 教学成效与育人方式转型的关键问题。

Principal Yang Fan pointed out that primary and secondary schools are currently in a critical period of transforming their education methods. PBL teaching requires teachers to move beyond their traditional role as “knowledge transmitters”, but the “isolated” work attitude of teachers has become an obstacle. How to realize the reconstruction of teachers' identities to better meet the teaching needs in a cooperative ecosystem has become a key issue restricting the effectiveness of PBL teaching and the transformation of education methods.

杨帆校长指出本课题旨在深入探讨新时代基础教育课程改革背景下，基于项目式学习（PBL）的教师合作实践，研究PBL模式下教师合作对教师专业身份重构及学校育人方式变革的推动作用。

She emphasized that the project aims to conduct in-depth exploration into teachers’ collaborative practice based on Project-Based Learning (PBL) against the backdrop of the new-era basic education curriculum reform. It will study the role of teacher collaboration with the PBL model in promoting the reconstruction of teachers’ professional identities and reforming school’s educational methods.

课题以 “教师合作 — 身份重构 — 育人转型” 为核心，围绕三大子问题展开：

（1）PBL模式下教师合作的具体形式与机制是什么 ？

（2）PBL模式下的教师合作如何促成教师专业身份的重构？

（3）PBL模式下的教师合作对育人方式的变革有何推动作用？

本课题的研究，不仅能为教师专业发展提供新路径，更能为区域中小学育人方式转型提供实践参考，具有重要的理论与现实意义。

With “teacher collaboration - identity reconstruction - education transformation” as its core, the project will address three sub-questions:

(1) What are the specific forms and mechanisms of teacher collaboration in the PBL model?

(2) How does teacher collaboration in the PBL model contribute to the reconstruction of teachers’ professional identities?

(3) What role does teacher collaboration in the PBL model play in promoting the reform of educational methods?

The research of this project will not only provide a new path for teachers’ professional development but also offer practical references for the transformation of education methods in primary and secondary schools in the district, thus holding significant theoretical and practical significance.

二、专家点评：精准献策，直指研究关键

Expert Comments: Providing Precise Suggestions and Targeting Key Research Areas

上海市浦东新区张江高科实验小学校长助理、学校PBL负责人，先是肯定了万科双语学校从建校以来在杨帆校长的带领下PBL项目制学习的成效显著。同时，他肯定了课题聚焦 “教师身份重构”，指出教师是 PBL 落地的核心，需将研究重点从项目设计转向教师能力提升，通过体系化合作机制推动教师专业发展。

The assistant principal of Zhangjiang Hi-Tech Experimental Primary School in Pudong New Area, Shanghai, who also serves as that school’s PBL leader, first affirmed the remarkable achievements of Vanke Bilingual School in PBL under the leadership of Principal Yang Fan. Meanwhile, he recognized the project’s focus on “the reconstruction of teachers’ identities”, pointing out that teachers are at the core of effective PBL implementation. He suggested shifting the research focus from project design to the improvement of teachers’ capabilities and promoting teachers' professional development through systematic collaborative mechanisms.

基于张江高科实验小学PBL项目式学习的经验，李老师建议引入人工智能，搭建数字化支架，助力教师教学与跨学科研究，借数据分析提升教学效率与科学性。

Drawing on the experience of PBL practice at Zhangjiang Hi-Tech Experimental Primary School, Teacher Li proposed introducing artificial intelligence to build digital frameworks, which can support teachers’ teaching and interdisciplinary research, and enhance the efficiency of scientific teaching through data analysis.

深圳市龙华区教育科学研究院研究员、华南师范大学教育学专业博士生导师席春玲博士肯定了课题以 “教师身份转变” 为核心，强调教师需突破学科局限，建立跨学科意识，带动教学与育人模式系统变革。她提出万科双语学校正在进行的构建师生、生生共同体，推动教师向 “学生成长支持者、合作者” 转变，这带动学校氛围与管理方式转变，打破学科孤岛。

Dr. Xi Chunling, a researcher at the Longhua District Institute of Educational Science in Shenzhen and a doctoral supervisor in the Education department at South China Normal University, affirmed the project’s focus on “the transformation of teachers’ identities”. She emphasized that teachers need to break through the limitations of individual disciplines, develop an interdisciplinary awareness, and drive the systematic reform of teaching and education models. She noted that Vanke Bilingual School is currently building teacher-student and student-student communities to promote the transformation of teachers into “supporters and collaborators in students’ growth”. This initiative has driven changes in the school’s atmosphere and management methods, breaking down the “isolation of disciplines”.

她建议重视实践反思，培育教师成长型心态，尤其鼓励年轻教师在 PBL 实践中实现专业成长。席博士还特别指出，青年教师应该珍惜学校给予的研究平台并努力成长。

Dr. Xi suggested attaching importance to practical reflection, fostering a growth mindset among teachers, and particularly encouraging young teachers to achieve professional growth through PBL practice. She also emphasized that young teachers should cherish the research platform provided by the school and strive for self-improvement.

林红英校长助理肯定了学校办学以来 PBL 实践基础与成果，指出研究教师身份转变，能助力学校发展提质，更好达成学生培养目标，建议结合现有成熟制度，深化实践研究。

Assistant Principal Lin Hongying acknowledged the school’s solid foundation and achievements in PBL practice. She pointed out that researching the transformation of teachers’ identities can help improve the quality of a school’s development and better achieve student training goals. She suggested combining the school’s existing systems to deepen practical research.

此外，专家一致认为课题选题贴合教育改革热点，方案完整可行，同时建议细化教师身份重构影响因素分析，明确合作生态中各方角色，注重过程性资料收集。

In addition, experts unanimously agreed that the project topic should align with hot issues in education reform and that the research plan is both comprehensive and feasible. At the same time, they recommended further refining the analysis of factors influencing the reconstruction of teachers’ identities, clarifying the roles of various parties in the cooperative ecosystem, and attaching importance to the collection of process-related materials.

三、课题回应：全力保障，展望研究成效

Project Response: Providing Full Support and Envisioning Research Outcomes

杨帆校长表示，学校多年探索 PBL 教学，积累丰富经验。学校将从人员、时间、资源三方面保障课题研究：成立专项小组协调工作、合理安排教师研究时间、链接校内外资源构建合作生态。

Principal Yang Fan stated that the school has accumulated rich experience in exploring PBL teaching over the years. The school will provide support for future project research in three aspects: personnel, time, and resources. Specifically, it will establish a special team to coordinate work, arrange reasonable research time for teachers, and connect internal and external resources to build a cooperative ecosystem.

她期望带领课题组成员吸纳建议，深入探究实践，打造高素质教师队伍，并将学校办学的项目成果整理成册，从案例中提取有效经验，形成特色育人模式，为区域教育发展助力。

She expressed her expectation to lead the project team in absorbing expert suggestions, conducting in-depth research and practice, building a high-quality teaching team, compiling the school's educational project achievements into a book, extracting effective experiences from particular cases, developing a distinctive education model, and contributing to the development of regional education.

四、签署专家意见书：正式启动，明确责任

Signing the Expert Opinion Letter: Officially Launching the Project and Clarifying Responsibilities

专家评审组经讨论，一致同意课题开题，签署《课题开题专家意见书》，明确研究方向与要求。

After discussion, the expert review panel unanimously agreed to the initiation of the project. They signed the 《Expert Opinion Form of Project Kick-off》, clarifying the research direction and requirements.

五、总结展望：扎实推进，助力教育改革

Summary and Outlook: Advancing Steadily to Support Education Reform

本次开题论证会的顺利召开，为课题研究奠定了坚实基础。课题组全体成员表示，将认真梳理专家建议，进一步完善研究方案，明确各阶段研究任务与分工，以严谨的科研态度、扎实的实践行动推进课题研究。

The success of this project kick-off demonstration meeting has laid a solid foundation for the project’s research. All members of the project team stated that they will carefully sort through the expert suggestions, further improve the research plan, clarify the research tasks and division of labor at each stage, and advance the project’s research with a rigorous scientific attitude and with solid practical action.

下一步，课题组将根据今日探讨的结果，全面梳理并践行学校特色项目的推进，为后续路径设计与体系构建提供数据支撑。同时，将加强与专家团队的沟通协作，及时解决研究过程中出现的问题，确保课题研究按计划推进，力争形成高质量的研究成果，为区域中小学 PBL 教学推广与育人方式转型提供有力支撑。

 For the next step, the project team will comprehensively sort out and implement the promotion of the school’s special projects based on the discussions held today, providing data support for the subsequent path design and system construction. At the same time, it will strengthen communication and cooperation with the expert team, promptly solve problems that arise during the research process, ensure the project progresses as planned, and strive to produce high-quality research results that leads to strong support for the promotion of PBL teaching and the transformation of education methods in primary and secondary schools in the district.

资料提供/ 郭鸾

翻译/ 张紫霞

排版/ 马葳