声明
Table of Contents
摘要
Abstract
Figures
Abbreviations
1．Introduction
2．The concept of the project method
2．1．Historical background
2．2．Definition
2．3．Features
2．3．1．Situation orientation
2．3．2．Interest orientation
2．3．3．Self-organization and responsibility
2．3．4．Social practice relevance
2．3．5．Purposeful project planning
2．3．6．Product orientation
2．3．7．Involving as many senses as possible
2．3．8．Social learning
2．3．9．Interdisciplinarity
2．3．10．Limitations of the project lesson
2．4．Objectives
2．5．Phases after Frey
2．5．1．Project initiative
2．5．2．Dealing with the project initiative(result-project sketch)
2．5．3．Developing the field of activity(result-project plan)
2．5．4．(Intensified)activity within the field of activity／project execution
2．5．5．Completion of the project
2．5．6．Checkpoints
2．5．7．Meta-interaction
3．The project method in teaching German as a foreign language in China based on the example of the project “China images” conducted with the German Studies Bachelor students at Zhejiang University in Hangzhou
3．1．General framework
3．1．1．Condition fields
3．1．2．Decision fields
3．2．Sequence of the project activities and reflections
3．2．1．Project initiative
3．2．2．Dealing with the project initiative(result-project sketch)
3．2．3．Developing the field of activity(result-project plan)
3．2．4．(Intensified)activity within the field of activity／project execution
3．2．5．Completion of the project
3．2．6．Checkpoints
3．2．7．Meta-interactions
3．3．Questionnaire evaluation
3．3．1．Questionnaire structure
3．3．2．Findings
3．3．3．Questionnalre evaluation limitations
4．Summary
Bibliography
Appendix
