Plagiarism is a common problem among students, and if unaddressed, it may lead to severe consequences for students' academic integrity and education, and even for their career advancement. It is therefore essential to incorporate comprehensive anti-plagiarism intervention at an early stage of education. This study introduces UPCC (Understanding, Paraphrasing, Citations, and Checks), a pedagogical model of plagiarism-free project-based learning (PjBL), to provide a basis for plagiarism prevention for secondary school students aged 11–13. The UPCC model incorporates (U)nderstanding plagiarism, learning about (P)araphrasing and related skills, generating proper (C)itations with an online citation tool and conducting originality (C)hecks with an online tool. Evaluation of the model shows that this pedagogy effectively enables students to avoid plagiarism in behavioural, cognitive and affective aspects. The positive and negative factors affecting plagiarism are also outlined. This study may provide practical guidance for secondary teachers to implement the UPCC model in their teaching of avoiding plagiarism; it may also contribute to future research committed to students' changes in behaviour, cognition and emotion.

gi窃是学生中的常见问题，如果不加以解决，可能会对学生的学术诚信和教育甚至职业发展造成严重后果。因此，在教育的早期阶段就必须纳入全面的抗-窃干预措施。这项研究介绍了UPCC（理解，释义，引文和检查），这是一种无窃的基于项目的学习（PjBL）的教学模型，为11-13岁的中学生预防窃提供了基础。UPCC模型包含（U）出色的窃，学习（P）改写和相关技能，使用在线引用工具生成适当的（C）引文以及使用在线工具进行原创性（C）技巧。对模型的评估表明，这种教学法有效地使学生避免了在行为，认知和情感方面的窃。还概述了影响窃的正面和负面因素。这项研究可以为中学教师在避免抄袭的教学中实施UPCC模式提供实践指导；它也可能有助于致力于学生行为，认知和情感变化的未来研究。