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Exploration of Project-based Teaching Model in College English under the Perspective of Core Literacy​

Author(s)

Chunmei Zhu

Affiliation(s)

Qingdao City University, Qingdao, Shandong, China

Abstract

This paper, based on the BAK Education Institute’s PBL Gold Standard and China’s Three-Six standard model, analyzes traditional teaching challenges through pedagogical practice and constructs a three-in-one PBL teaching model of “goal anchoring—process implementation—diversified evaluation.” The effectiveness is validated through the “Overseas Dissemination of Traditional Culture” case study. Empirical results show that this model significantly enhances students’ English application skills and cross-cultural critical thinking abilities, providing a practical paradigm for educational reform.

Keywords

Core Literacy; College English; Project-Based Teaching; Intercultural Competence

References

[1] Ministry of Education. Core Competencies for Student Development in China [M]. Beijing: Beijing Normal University Press, 2016.​ [2] Ministry of Education, Higher Education Foreign Language Teaching Steering Committee. College English Teaching Guide [M]. Beijing: Higher Education Press, 2020.​ [3] Larmer J, Mergendoller J R. Setting the Standard for Project Based Learning [M]. Novato: Buck Institute for Education, 2015.​ [4] Liu Ke, Li Jing. Explorations in Project-Based Learning Practices for Core Competency Development in Primary School English Education [J]. Foreign Language Teaching in Primary and Secondary Schools, 2025(09):12-17.​ [5] Zhang Li. “Application of Project-Based Learning (PBL) in College English Teaching” [J]. Campus English, 2025(25):45-47.​ [6] Qingdao Municipal Bureau of Culture and Tourism. Qingdao Marine Culture Development Report [R]. Qingdao: Qingdao Municipal Bureau of Culture and Tourism, 2024.