其中論文段落
FOUNDATIONS OF PROJECT-BASED LEARNING
Early in the last century, Dewey (1938) and Vygotsky (1962, 1978) encouraged experiential learning, providing the theoretical foundations for project-based learning.
早在上個世紀，杜威（1938）和維果茨基（1962年，1978年）鼓勵學習經驗，提供了理論基礎，為基於項目的學習。
More recently. Brown, GoUins, and Duguid (1989) and Lave (1990) have proposed that learning is contextualized for individuals.
最近。布朗，GoUins和杜吉德（1989年）和Lave（1990）提出，學習是以個人為考量。
Through interactions with the environment, including people and technologies, individuals create meaning.
個人透過與環境中的人及科技的互動而產生具體的意義
As suggested by Vygotsky, the most effective learning environments afford learners personal interest and the opportunity to negotiate meaning from others (Brush & Saye, 2000).
正如維果茨基所建議，最有效的學習環境是依學習者的興趣及讓他有機會從與別人交談中學習到意義(2000）。
Thus, pedagogy that fosters personal interests and interactions with peers, experts, resources, and technologies seems to offer promising alternatives to teacher-centered instruction.
因此，這種教學方法是運用與同事、專家、資源及科技的互動來培養個人興趣，以改善以教師為中心的教學方法。
The principles of project-based learning are observed in other instructional methods and pedagogy, such as project-based science (Blumenfeld et al., 1991; Marx, Blumenfeld, Krajcik, & Soloway, 1997), disciplined inquiry (Levstik & Barton, 2001), open-ended learning environments {Hannafin, Hall, Land, & Hill, 1994; Hannafin, Land, & Oliver, 1999), WebQuests (Dodge, 1995,
1998) and student-centered learning environments {Land & Hannafin, 2000).
專題導向的原理是來自於如科學專題、學科探究、開放的學習環境、WebQuest及以學生為中心的學習環境等的的教學法與教育學。
Grant (2002) defined the common elements across these models for project based learning as (a) an introduction, {b) definition of the learning task, (c) procedure for investigation, (d) suggested resources, (e) scaffolding mechanisms, (0 collaborations, and (g) reflections and transfer activities.
格蘭特（2002）定義了專題導向的共同要素（1）介紹，（2）界定的學習任務，（3）探究的程序，（4）建議的資源，（5）鷹架機制（6）合作，以及（7）反思和形成活動。
