Construction and Evaluation of a Blended Teaching Model for College English Reading Based on Project-Based Learning

Abstract

This study constructs and evaluates a blended teaching model for college English reading based on project-based learning. By analyzing the theoretical foundations for integrating project-based learning with blended teaching models within the constructivist framework, the study systematically develops a teaching model centered around driving questions, with seamless connections between online and offline activities, and elaborates on its structural components and implementation procedures. Simultaneously, it designs a multi-dimensional assessment framework covering reading proficiency development, collaborative inquiry effectiveness, higher-order thinking skills, and learning engagement, establishing a data-driven mechanism for teaching improvement. This model effectively integrates teaching resources, promotes the synergistic development of students' academic English reading literacy and comprehensive competencies, and provides a new pathway for the reform of college English teaching.