Abstract
Because project-based learning is contextual, practical and comprehensive, it has a strong relevance to the literacy-based language subject teaching reform. Project-based learning in language subjects is context-based, points to deep learning and has a tendency of holistic learning. It is a shift from designing problems to designing learning, from teaching knowledge to providing scaffolding, and from test orientation to process evaluation. The design of project-based learning in language subjects needs to follow the principles of reverse design, self-construction and goal congruence.
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