本文闡述專題探究課程在過去一個世紀多的歷史演變，以及最近的發展趨勢。專題課程歷經了一系列融合、分裂、離散和再次匯聚的歷史過程，最終形成一套多樣化的課程模式，融合動手實作、問題解決、自主探究、批判反思等多種元素。晚近的社會專案化現象、對於學習機制的進一步了解及真實評量的呼籲，正將專題探究課程推向一個新的高峰。而將學習者放在中心位置、強調真實問題、並將學習視為一種涵蓋認知、情感和態度的主動過程，則是專題探究課程從過去到現在始終不變的精神。

This article elaborates on the historical development of Project-Based Learning (PBL) over the past century and recent trends. PBL has undergone a series of historical processes, including convergence, development, dispersion, and re-convergence, ultimately giving rise to a diverse array of curriculum models that incorporate various elements, such as hands-on practice, problem-solving, self-directed inquiry, and critical reflection. Recent societal trends, such as the “projectification of society,” a deeper understanding of learning mechanisms, and the demand for authentic assessment, are propelling PBL to new heights. Nevertheless, the enduring spirit of PBL, which places learners at the center, emphasizes real-world issues, and views learning as an active process encompassing cognition, emotions, and attitudes, remains unchanged from the past to the present.