The Construction of Project-Based Learning in College English Teaching
Against the backdrop of the digital transformation of higher education and the shift of foreign language teaching from an “input orientation” to an “output orientation,” Project-Based Learning (PBL) offers a systematic pathway to overcoming the “separation of learning and use” in College English teaching and learning. This paper reconstructs the teaching content of College English based on the PBL philosophy: it reorders the teaching sequence according to the logical relationships among units, takes chapter-level output-oriented project tasks as the goal, and replaces the traditional unit system with a project map. Teaching implementation follows a four-phase cycle of “entry—inquiry—production—review” with the help of smart course platforms. By reconstructing teaching content and reshaping the teaching process, the PBL model can effectively stimulate students’ learning interest, cultivate integrated language skills and cross-cultural dissemination competence, and provide an operable paradigm reference for PBL in College English.
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