PBL教学方法的理论与实践探讨

纯粹的理论学习，对于培养学生的实际工作能力是很不利的。因此，我们采取PBL(以问题为基础的学习)教学方法。效果非常好，既大大提高了学生的学习兴趣，又提高了学生分析问题与解决问题的能力，能够让学生将所学的基本理论与实际相结合，十分有益于学生的发展。     

The Effect of Guidance in Problem-Based Learning of Statistics

Contrary to classical problem-based learning, in guided problem-based learning, the learning goals are predetermined by the instructor—on the basis of a detailed decomposition of the subject matter to be studied—to activate prior knowledge and to structure self-study and subsequent group discussion. This study investigated the effects of classical problem-based learning and guided problem-based learning, for different prior knowledge levels, on perceived value and usefulness of the learning activity and on conceptual understanding of statistics. Participants randomly assigned 110 students to 10 problem-based learning groups, and subsequently, the 10 groups were allocated randomly to classical problem-based learning or guided problem-based learning. The results indicate that guided problem-based learning tends to enhance conceptual understanding of statistics more thanbreak; classical problem-based learning once students have some prior knowledge of the subject. Furthermore, guided problem-based learning tends to increase students’ awareness of the value and usefulness of the learning activity.     

基于问题的学习：理念与现实

基于问题的学习（Problem-Based Learning,简称PBL）是将学习活动“抛锚”在具体的问题情境中的以学生为中心的一种教学方法,也是一种符合建构主义教学原则的教学模式。与其他问题教学相比,PBL有着不同的内涵。由于受文化背景、教育资源等因素的影响和制约,在我国教育环境中实施PBL,要综合考虑到学科知识的系统性与PBL知识的随机性、教学资源的局限性与PBL教学内容的灵活性、传统课程问题的良性结构与PBL问题的劣构性之间的关系。     

问题本位学习在国外职前教师教育中的应用——基于三个实例的分析

在职前教师教育中,传统的"传递取向"的教学存在不少弊端.近些年来,国外职前教师教育机构对于问题本位学习的价值有了更为全面的认识,也更积极地将问题本位学习应用于教学.德国柏林自由大学的巴斯、美国北伊利诺伊大学的舒莫、新加坡国家教育研究所的蔡美玲等都在职前教师教育项目中应用了问题本位学习,通过对这三个应用实例的分析,能够概...     

麦克玛斯特大学"问题学习法"

本文从麦克玛斯特大学“问题学习法”(problern-based learning)实施过程的各个方面：教育目标、教学安排、教学活动、教学评价、教学资源等方面介绍了PBL的教学过程，总结了麦克玛斯特大学PBL课程设置以学生为本，培养学生的学习态度和终身学习的能力以及在教学过程中倡导以生物—心理—社会医学模式培养适合社会发展需要的医生的经验。     

问题式学习:一条集中体现建构主义思想的教学改革思路

国外当前教育改革的浪潮中 ,问题式学习是一种与建构主义学习理论及其教学原则非常吻合的教学模式 ,目前正越来越多地被许多教育和培训领域所采用和重视。这种模式以问题为核心 ,让学生围绕问题展开知识建构过程 ,藉此过程促进学生掌握灵活的知识基础和发展高层次的思维技能、解决问题能力及自主学习能力。其学习过程包括组织小组、启动问题、循环反复解决问题、成果展示以及最后的反思和评价等环节。这种教学模式与我国当前教育改革的趋势比较一致 ,对国内教学改革思路很有启迪意义。     

基于问题的Web-CKB的学习绩效内容体系的构建

该研究通过文献研究与理论分析,初步构建网络环境下基于问题的协作知识建构学习绩效内容体系,再通过课堂观察与深度访谈,修改、完善并最终构建基于问题的Web-CKB的学习绩效内容体系。     

Problem-Based Learning: What and How Do Students Learn?

Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.     

“问题学习”在人体解剖生理学课程中的应用探索

“问题学习”教学模式在人体解剖生理学课程中应用有诸多优势,但其实施过程受到许多因素的制约和影响。在人体解剖生理学课程中有效应用“问题学习”教学模式,教师必须解决好3个关键问题：第一,创设和选择既符合教学目标又能激发学习兴趣的问题;第二,准备足够的教学资源;第三,教师应具备较强调控课堂教学的能力。     

A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning

The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed learning, cooperative learning and critical thinking.     

基于问题式学习教学模式的探究与实践

在工程力学的课堂教学中,运用基于问题式学习的教学模式,把学生设置到复杂、有意义的工程问题情境中,通过理论学习、查阅资料、小组讨论、合作完成问题的分析、研究与解答,有效地改变了以往学习工程力学时,学生大多处于被动和应付的状态;摆脱了从理论到理论,理论脱离实际的模式;培养了学生理论联系实际、独立分析、团结协作、解决实际工程问题的能力。     

基于问题的学习与新课程下的语文教学

基于问题的学习是近年来受到广泛重视的一种教学模式,它集中体现了建构主义的教学思想,与我国当前实施的新课程改革的理念也是一致的。因此,探索如何将PBL模式引入我国的教学实践是具有重要现实意义的。     

Hands-On Learning: A Problem-Based Approach to Teaching Microsoft Excel

The development of a student's ability to make data-driven decisions has become a focus in higher education (Schield 1999 Schield, M. 1999. “Statistical Literacy: Thinking Critically about Statistics.” Of Significance: A Topical Journal of the Association of Public Data Users 1 (1): 15–21. [Google Scholar]; Stephenson and Caravello 2007 Stephenson, E., and P. Caravello. 2007. “Incorporating Data Literacy into Undergraduate Information Literacy Programs in the Social Sciences; a Pilot Project.” Reference Services Review 35 (4):525–40. doi:10.1108/00907320710838354.[Crossref] , [Google Scholar]). Data literacy, the ability tounderstand and use data to effectively inform decisions, is a fundamental component of information competence (Mandinach and Gummer 2013 Mandinach, E. B., and E. S. Gummer. 2013. “A systemic view of implementing data literacy in educator preparation.” Educational Researcher 42 (1): 30–37. doi:10.3102/0013189X12459803.[Crossref], [Web of Science ®] , [Google Scholar]; Stephenson and Caravello, 2007 Stephenson, E., and P. Caravello. 2007. “Incorporating Data Literacy into Undergraduate Information Literacy Programs in the Social Sciences; a Pilot Project.” Reference Services Review 35 (4):525–40. doi:10.1108/00907320710838354.[Crossref] , [Google Scholar]). This commentary highlights the structure of a data literacy course that aims to simultaneously teach problem-solving skills and Microsoft Excel skills through real-world examples and problem based learning. This commentary aims to provide insight to other educators teaching similar courses regarding using technology as a tool for developing a student's problem solving ability.     

Meeting International Society for Technology in Education Competencies with a Problem-Based Learning Video Framework

Meeting International Society for Technology in Education competencies creates a challenge for teachers. The authors provide a problem-based video framework that guides teachers in enhancing 21st century skills to meet those competencies. To keep the focus on the content, the authors suggest teaching the technology skills only at the point the students need to use them. An example is provided on how the problem-based video framework was applied in a higher education setting. The benefits and challenges for using video within a problem-based learning context are discussed.     

Problem-Based Learning as an Effective Strategy for Science Teacher Professional Development

Abstract

The Problem-Based Learning (PBL) Project for Teachers included three days of professional development using PBL to deepen teachers’ content knowledge. Teachers identified the content area in which they wished to work from a list of choices. They worked in facilitated groups of from five to nine participants to solve rich, ill-structured problems. Content knowledge was assessed based on teachers’ written responses to at least one general question and one application question in which they explained some everyday phenomena. Teachers responded to these questions two months before and at the end of the professional development; 80.5 percent of the 41 middle and high school teachers who participated showed improved content knowledge. We also examined the patterns in teachers’ incoming content knowledge and changes in content knowledge. The data indicate that the PBL approach used here was effective in improving the content knowledge of teachers independent of demographic factors and type and degree of incoming content knowledge.     

“问题导入式”教学在大学生心理健康教育课程中的应用

“问题导入式”教学作为一种教学方法,最早可以追溯到孔子的“启发式”教育和苏格拉底的“助产术”,通过问题引导学生自己去体验、觉察、感悟、思考,这种方法适合大学生心理健康教育的特点,有助于提升大学生心理健康教育课堂教学的针对性、实效性,增进学生积极的自我认识、获得丰富的内心体验、形成积极的生活态度.论述“问题导入式”教学的...     

试论问题导学模式在高中教学数学中的应用

问题导学模式强调问题导入的积极作用,文章结合教学实践探讨问题导学的意义和应当遵循的原则,并提出有针对性的问题导学策略,进而以教学案例说明问题导学在高中数学教学中的具体应用,从多样化问题导学手段和因材施教两个方面阐述应用策略。     

以问题化学习方式构建信息技术课程教学实例

以“学科问题为基础、学生问题为起点和教师问题为引导”为原则,从课程标准及学习目标的角度,简介了设计问题化学习的方法,并以问题化学习的方式建构了一个信息技术课程教学实例。     

What Makes a Student Group Successful? Student-Student and Student-Teacher Interaction in a Problem-Based Learning Environment

This study investigated student-student and teacher-student interaction in a problem-based course and looked at study success in relation to group dynamics and approaches to studying. Data for this study were provided by 31 law students who were enrolled in a course in legal history at the University of Helsinki in February 2001. The students were divided into three small groups that were tutored by one teacher. Both the students and the teacher were interviewed. The interaction between the students and their teacher, and the group dynamics of each subgroup, were observed during the tutor sessions. The results showed that the student groups were very different from each other in terms of study success, group dynamics and communication between the group members. One group achieved significantly higher grades than the other two groups. There was only one clear difference between the three groups. The interviews and observations showed that the students in the best group participated more evenly and actively in the discussions than students in the other two groups.     

问题导学法在数学教学中的应用研究

问题导学法是数学教学中的一种新的教学模式,对优化数学课堂教学具有重要意义和应用价值。问题导学法应用在课堂教学中,能激发学生学习兴趣,推进学生自主学习,帮助学生巩固课堂知识,提高教学效率和教学质量,提升学生数学核心素养。文章结合教学实践,对问题导学法在数学教学中的应用进行研究。