Abstract
PBL (Project-Based Learning) is a student-centered approach in which learning is organized by means of projects. Students are required to explore problems with their teammates collaboratively and to display their output project. In this study, PBL has been conducted in three classes of North China Electric Power University (Baoding) for one semester to probe whether PBL serves as an effective way to combine explicit teaching content with implicit ideological and political education. Based on a questionnaire and in-depth interview, the results show that PBL enables value education to exert the impact on students’ development.
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