Starting from the new semester in autumn, Shanghai has launched a comprehensive promotion of project-based learning in compulsory education schools, which has received widespread attention from various sectors of society, including students and parents. According to the "Guiding Opinions on Implementing Project-based Learning to Promote the Reform of Compulsory Education Education Methods" (hereinafter referred to as the "Opinions") recently released by the Shanghai Municipal Education Commission, Shanghai will promote the integration of project-based learning into the compulsory education curriculum implementation system, striving to cover all schools in the compulsory education stage by 2024. In recent years, under the guidance of policies, project-based learning has become an important direction for deepening curriculum teaching reform in basic education and implementing the requirements of practical education. In 2019, the Central Committee of the Communist Party of China and the State Council issued the "Opinions on Deepening Education and Teaching Reform and Comprehensively Improving the Quality of Compulsory Education", which proposed to "explore interdisciplinary curriculum comprehensive teaching and carry out research-oriented, project-based, and collaborative learning"; The revised new curriculum standards for compulsory education in 2022 clearly require "actively carrying out comprehensive teaching activities such as themed and project-based learning" in deepening teaching reform. Project based learning refers to a teaching method that guides students to continuously explore and creatively solve problems within a period of time, starting from real problem situations, and ultimately forming project outcomes. Its theoretical basis can be traced back to Dewey's proposal of "learning by doing" in the early 20th century. The exploration and practice of project-based learning in China has been ongoing for many years. Currently, many regions and schools have accumulated some experience in project design, implementation methods, and evaluation methods. However, for many people, this concept may still be relatively vague. On the basis of the three-year pilot action, Shanghai has further expanded the implementation scope of project-based learning, which has certain exploratory significance and leading effect. As a new form of curriculum that is more flexible, open, and generative, project-based learning has unique advantages in cultivating students' core competencies. In terms of learning motivation, compared to traditional knowledge teaching methods, the "projects" in project-based learning come from real problems in students' social life. This fresh, vivid, and direct experience can better mobilize students' learning interests and needs, especially helping lower grade students establish an internal drive for autonomous learning as soon as possible, making them the masters of learning. In terms of knowledge and skills, solving the problems raised by the project requires students to cross and comprehensively apply various aspects of knowledge and skills, which can encourage students to break the boundaries of the subject, view knowledge learning from a connected perspective, and better understand the relevance of knowledge. In terms of comprehensive quality, project-based learning is the wholehearted and full personality participation of students, which involves the integration of knowledge and emotions, thinking and action, as well as the integration of intellectual and non intellectual factors. It provides a carrier for cultivating students' future oriented scientific spirit, innovation ability, and critical thinking, and can comprehensively exercise their comprehensive abilities such as teamwork, expression, and communication. The popularization and promotion of project-based learning in primary and secondary schools will further drive the transformation of educational methods and promote the improvement of education and teaching quality. However, in practice, the openness and uncertainty of project-based learning have also brought many challenges to schools and teachers. How to truly integrate project-based learning into curriculum teaching? How to avoid being mere formality and enable learning