Analysis of the "student-centered" classroom: how to implement instructional activities in project-based learning

Governments, researchers in many nations encourage project-based learning for core literacy. Many academics have theoretically examined the benefits of project-based learning, but few have examined classroom's "student-centered" learning. This study examines student-centered project-based learning in Chinese classrooms' pros and cons. The Nature of Discourse Component in Global Teaching InSights: A Video Study Teaching can quantify how "student-centered" a classroom is, but the measure is too imprecise to employ directly. Productive Disciplinary Engagement promotes "student-centered" engagement. It was used to summarise and deductively analyze classroom segments, creating an operational "nature of discourse" analytical level that was used to analyze the case school's project learning situation. The study found that the project introduction was less "student-centered", the presentation more, and the enquiry moderately. In the introductory phase, teachers thought that pupils had limited engineering design skills and designed more guided activities to boost learning. In the presentation phase, students independently presented production issues and methods to fix them, so they set the class's path. During project-based learning classroom study, a sort of instructional activity that enhances student issue formulation was also found. The teacher helped students analyze contextual phenomena and identify difficulties. Students guided the classroom activity without choosing it.