Classroom Environment Empirical Evaluation of the Professional English for Chemistry Based on Project-based Learning Model

With the development of the education internationalization, the teaching modes of professional English are becoming more and more diversified, and Project-based learning method is one of the most powerful ones. In order to evaluate the professional English classroom environment, an effective instrument is needed. A sample of 290 students were taken from one university in Dalian, using the methods of exploratory factor analysis, Cronbach’s Alpha, correlation test of SPSS 22.0. The results indicate that most items in the instrument can be categorized into 12 factors which are internally reliable. The reliability coefficients are so high that the items in one factor have certain homogeneity. The formative evaluation and the terminal evaluation are significantly correlated and significantly influenced each other. Thus, in the project-based professional English for Chemistry classroom, the learning behaviors and interpersonal support should be fully focused on, in order to optimize students’ ways and the processes of classroom participation, enhance the learning effects and learning satisfaction.