EXPLORING THE APPLICATION OF PROJECT-BASED LEARNING IN CHINESE FOR ECONOMICS COURSES

Abstract

Project-Based Learning (PBL) is a student-centered instructional model that fosters self-directed learning and practical skills through task-based activities. In teaching Chinese for economics, PBL is applied to enhance students' language proficiency and economic knowledge by engaging them in real-world or simulated economic projects, enabling them to use Chinese to solve practical problems. This paper develops a PBL implementation framework for Chinese for economics courses, details its operational steps, and evaluates its effectiveness through empirical surveys. Based on survey findings, the study proposes improvement strategies to optimize PBL implementation and teaching quality.