A Case Study of Project-based Learning in Cheerleading Courses——Taking The Affiliated High School of Peking University as an Example

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Jing Yang, Mo Sha, Tingting Sun, Hongbin Tang, Jian Pang


The cheerleading course adopts a teaching mode that combines project-based learning (PBL) and the Dalton plan. Through case practice, summary and reflection, the PBL and Dalton plan mode are organically combined, integrating problem decomposition, team building, and rule establishment into the classroom. Students' ability to solve problems in real situations has been improved to a certain extent. After experiencing real task processes and solving problems encountered, Accurate self-positioning, the entire course and competition not only utilizes professional knowledge and abilities, but also permeates and cultivates emotions, positions, attitudes, and other aspects; Students are willing to study hard in a pleasant environment, able to play different roles, and have a "contract" planning process throughout the entire process, which enhances their core competencies. The teacher is responsible for building scaffolding, answering questions, and managing emergencies, ultimately ensuring that PBL results are reviewed and completed in the classroom.


Project-based learning; Dalton plan; Case study

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DOI: https://doi.org/10.26789/ijest.v2i1.1748


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