Abstract

The purpose of this study is to examine the design and implementation process of Project-Based Cooperative Learning (PBCL) teaching models. The research initially introduces the theoretical framework, encompassing cooperative learning theory, project-based learning theory, and the theory of PBCL. Subsequent sections elaborate on the construction of the PBCL teaching model, focusing on the design of teaching objectives, integrating cooperative and project-based learning, the provisioning of learning resources and support, and the establishment of evaluation and feedback mechanisms. Building upon this foundation, the study delineates the steps to implement PBCL teaching methods, including pre-class preparations, project initiation, collaborative learning and project implementation, project summarization and evaluation, and post-class extension. Finally, the study analyzes the strengths and limitations of this teaching approach. The strengths include deep learning experiences, enhanced collaborative abilities, and the cultivation of critical thinking skills. However, limitations are evident in the greater practical input and resource demands, inadequacies in the capabilities of some students, and deficiencies in assessment effectiveness.

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