Abstract: Project-Based Learning (PBL) is an innovative
approach to learning that teaches a multitude of strategies
critical for success in the twenty-first century. Students
drive their own learning through inquiry, as well
as work collaboratively to research and create projects
that reflect their knowledge. From gleaning new, viable
technology skills, to becoming proficient communicators
and advanced problem solvers, students benefit
from this approach to instruction.
摘要：在二十一世紀專題導向之所以成功，是因為它是一種創新的學習方法，運用多種的教學策略。
學生運用探究的方式來趨動自己的學習，以合作的方式來研究及建立專案，以反思他們的知識
專題導向教學法，學生從蒐集新的、可行的技術方法到成熟的溝通並進一步成為問題解決者而獲得效益。
Project-Based Learning (PBL) is a student-driven, teacher-facilitated approach to learning.
專題導向學習（PBL）是一種以學生為主導，以教師協助的學習方法。
Learners pursue knowledge by asking questions that have piqued their natural curiosity.
學生追求知識的提問已引起了他們天生的好奇心。
The genesis of a project is an inquiry.
一項專案的源起是一項探究
Students develop a question and are guided through research under the teacher’s supervision.
學生在教師的監督下發展的問題，並在指導下研究。
Discoveries are illustrated by creating a project to share with a select audience.
運用建立專案的方式來說明他的發現並用來與其他人分享。
Organizers support systematization of the processes that will be implemented throughout the research and project phases of PBL.
專題導向的步驟提供有系統的程序來實施研究與專案。
Student choice is a key element of this approach.
學生的選擇是一個關鍵因素的這種做法。
Teachers oversee each step of the process and approve each choice before the
student embarks in a direction.
教師監督每一步的過程，讓學生在進行下一個步驟時，確認學生的方向是對的。
Children with similar inquiries may elect to work cooperatively, thereby nurturing
twenty-first-century collaboration and communication skills and honoring students’ individual learning styles or preferences.
兒童可以選擇類似的調查工作合作，從而培養二十一世紀的合作和溝通技巧，尊重學生的個人學習風格或喜好。
PBL is not a supplementary activity to support learning.
PBL是不是一個補充學習的活動。
It is the basis of the curriculum.
他是課程的基礎。
Most projects include reading, writing, and mathematics by nature.
大多數的專題包括閱讀，寫作和數學的本質。
Many inquiries are science-based or originate from current social problems.
許多調查都以科學為基礎的或來自於當前的社會問題。
The outcome of PBL is greater understanding of a topic, deeper learning, higher-level reading, and increased motivation to learn.
專題導向的效果是使學生對主題能更多的了解、更深入的學習、更高層次的閱讀、並提高學習者的動機。
PBL is a key strategy for creating independent thinkers and learners.
專題導向學習是讓學生成為獨立的思考與獨立的學習者的關鍵策略。
Children solve real-world problems by designing their own inquiries, planning their learning, organizing their research, and implementing a multitude of learning strategies.
學生藉由設計自己的研究、計畫自己的學習、組織自己的研究、並採用多種的學習策略來解決真實的問題。
Students flourish under this child driven, motivating approach to learning and gain valuable skills that will build a strong foundation for their future in our global economy.
學生藉由專題導向而使得他們獲得有用的技巧，將會成為未來經濟的基礎。
專題導向學習（PBL）是一種以學生為主導，以教師協助的學習方法。
學生追求知識的提問已引起了他們天生的好奇心。
一項專案的源起是一項探究
學生在教師的監督下發展的問題，並在指導下研究。
運用建立專案的方式來說明他的發現並用來與其他人分享。
專題導向的步驟提供有系統的程序來實施研究與專案。
學生的選擇是一個關鍵因素的這種做法。
教師監督每一步的過程，讓學生在進行下一個步驟時，確認學生的方向是對的。
兒童可以選擇類似的調查工作合作，從而培養二十一世紀的合作和溝通技巧，尊重學生的個人學習風格或喜好。
PBL是不是一個補充學習的活動。
他是課程的基礎。
大多數的專題包括閱讀，寫作和數學的本質。
許多調查都以科學為基礎的或來自於當前的社會問題。
專題導向的效果是使學生對主題能更多的了解、更深入的學習、更高層次的閱讀、並提高學習者的動機。
專題導向學習是讓學生成為獨立的思考與獨立的學習者的關鍵策略。
學生藉由設計自己的研究、計畫自己的學習、組織自己的研究、並採用多種的學習策略來解決真實的問題。
學生藉由專題導向而使得他們獲得有用的技巧，將會成為未來經濟的基礎。
有關專題導向引發學生學習動機
Differentiation Provides Intrinsic Motivation
分化提供內在動機
The element of choice is crucial for students’ success.
讓學生選擇是學生成功的關鍵因素。
Differentiation allows students to develop their own interests and pursue deeper learning.
分化允許學生發展自己的興趣和追求更深入的學習。
It also allows students to soar and learn at their own levels.
它還可以讓學生以自己的水準學習及快速的進步。
Students use resources that are appropriate for their individual reading levels and compatible with their technology knowledge.
學生利用合適於其個人閱讀水平資源及適合的技術知識。
One exciting feature provided by this intrinsic motivation is that students will often reach higher and attempt to read more challenging material to glean the information they seek.
專題導向提供一個令人興奮的功能是使學生產生內在動機，而此內在動機往往會使學生達到更高，並嘗試挑戰更高難度的教材，以獲得他們所想要知道的資訊。
It is not unrealistic to suspect that students who are highly motivated will improve their reading abilities as they strive to understand and learn during PBL.
這不是不切實際而令人懷疑，在PBL教學中，當學生想要了解與學習時，學生就會具有高度的動機來改善其閱讀能力。
Doppelt (2003), contends that students’“motivation to learn their discipline and their willingness to work on their projects [for] longer hours indicate that they behave. . . like high achievers” (p. 264).
佩（2003），認為學生“學生有動機來學他所學的科目時，並有意願使用專題導向的方式工作，他們的行為表現就像高度成功的人的表現。（第264頁）。
In another study, attendance was found to be higher in PBL schools (Thomas 2000).
These behaviors have positive effects on learning.
在另一項研究，在出席PBL學校（托馬斯 2000年）的研究中，發現這些行為對學習有正面影響。
The active learning process of PBL takes students’ various learning styles and preferences into account.
在專題導向主動學習過程中，會使學生產生不同的學習風格和偏好。
Students use a range of tools and resources to conduct their research.
學生使用的一系列工具和資源，進行他們的研究。
They also choose individual ways to demonstrate their learning in their final product.
他們也可以選擇個人的方式展示他們的學習的最終成果。
A child who prefers to be reflective may journal his learning in a diary
format to share with peers.
學生可以運用日誌來反思學習的成果，並與其他同學分享。
Others can read the diary and then write responses.
其他人可以閱讀這本日記，然後寫的回應。
A student who thinks in more of an analytic, mathematical way may elect to create a
timeline of events or graph findings to present to his or her audience.
學生可以運用思考進行更深入的分析、用數學的方法可能可以用來解析所建立的事件時間線、或是用圖形來表達其研究發現。
Students also may select their preferred learning environment.
學生也可以選擇自己喜歡的學習環境。
Students may choose to work in a quiet library or a bustling hallway, lying down in the carpet area or sequestered in the cubby area.
學生可以選擇工作在一個安靜的圖書館或繁華走廊，躺在地毯隔離區或在庫比地區。
Children learn somuch about themselves when they are empowered to make their own learning decisions.
對自己的孩子學習做這麼多的時候，他們有權作出自己的學習的決定。
Children will reflect on these choices to ensure they are making the best decisions possible.
孩子們會考慮這些選擇，以確保他們能夠作出最好的決定。
The opportunity to make mistakes is part of the learning process.
有機會犯錯誤是學習過程的一部分。
When we implement PBL,we allow children to discover who they are as learners.
當我們實施 PBL的，我們讓孩子們發現他們是學習者。
They become able to make better choices, whether relating to process, environment, or outcome, which enables them to become more independent and responsible for their own learning.
他們成為能做出更好的選擇，是否與處理，環境，或結果，這使他們變得更加獨立，為自己的學習負責。
Scaffolded instruction ensures success.
搭建鷹架確保教學成功。
Scaffolded instruction refers to the supports provided to students to assist them in making cognitive growth just beyond their reach.
搭建鷹架教學指的是在學生完成任務之前提供支援，協助他們認知的成長。
Students are involved in a discovery process when they first learn the structures of PBL, and they require much support and monitoring.
當學生在PBL剛開始教學時，他們被設定在一個發現的過程，這時他們需要許多的支持與監督。
Scaffolded instruction occurs in PBL when teachers use organizers that aid students in bridging the gaps that exists in knowledge and skill, and it makes the tasks manageable and achievable.
在PBL的教學使用鷹架教學是，教師使用組織的方式，援助學生在彌合存在於知識和技能差距，它使的任務變得可管理和可實現。
As with most supports, scaffolds are temporary, and as the learner gains fluency in the skill, the supports are removed, leading to a self-confident and capable learner.
如同大多數支持，鷹架只是暫時的，當學習者獲得流暢的技能，支持被移除，使學生變成為一個自信，有能力的學習者。
