ABSTRACT
This article introduces the connotation, characteristics, significance, and theories of Open-ended project learning mode. After reading lots of documents, some factors that affect open-ended project learning mode can be preliminary analyzed: teachers’ guide, collaborative learning, initiative, acceptance, design environment, interpersonal interaction, adaptability, learning resources and project eva luation. And the author designs these factors as a questionnaire. Through questionnaire, we can conclude that the guidance of teachers, collaborative learning, initiative, and recognition are the most significant factors that influenced open-ended project. At the same time, the difference of learners’ characteristics about gender and grade shows that male and female students and four grades students have significant differences at the acceptance of open-end project learning. Meanwhile, the survey also shows that students meet some problems during the learning process, such as the problem in the project schedule management, self-limited ability, lack of school resources, bottlenecks of technical problems and uniform opinions among group members and so on.
This study have a great reference value at inhibiting negative factors and guiding positive factors for open-ended project learning mode in the future.
