Project-based and problem-based learning in mainland Chinese schools

This chapter aims to provide a comprehensive understanding of the development of project-based or problem-based learning (PBL), with a specific focus on its application and effectiveness in primary and secondary schools in China. The chapter reviews empirical studies on PBL conducted in China between 2010 and 2020. The findings suggest that PBL is an effective alternative pedagogy for enhancing student learning achievements while addressing contextual factors. The comparison of PBL with traditional classroom teaching highlights the objectives and benefits of PBL, the changing roles of teachers and students in the learning process, and the challenges faced by teachers and students. The chapter concludes by discussing the theoretical and practical limitations of PBL and suggesting future directions for its development and research in China. Overall, the chapter provides valuable insights into the application and effectiveness of PBL in Chinese primary and secondary schools and offers practical recommendations for educators and policymakers to consider when implementing PBL in the classroom.