基于问题式学习(PBL)的教学设计——以“二元一次方程组”复习课为例

PBL在教育领域的应用符合教师主导、学生主体的教学观,受到广大教育者的关注.笔者基于PBL教学法,给出了一节“二元一次方程组”复习课的教学设计,希望能增加复习课的乐趣,避免把复习课上成习题课。     

网络环境下PBL的模式研究

PBL(Problem-based Learning),即基于问题的学习。该学习模式的主要特点是学习者围绕着复杂问题的解决而结合成小组,小组成员在自主学习的基础上,相互间进行合作,共同为解决问题而努力。在现代远程教育领域中,PBL有着广泛的应用前景。我们研究认为,Internet环境下PBL的模式大体具有以下六个环节,依次是:设计并开发问题,把学习者组织成小组,传输问题并引导学习者确定学习目标,小组成员独立自主的学习,小组成员相互汇报和讨论各自学习的结果,师生对于解决问题的过程进行总结和评价。     

PBL教学法在军队院校士官教学中的可行性探究

PBL(Problem-Based Learning)教学法是以信息加工心理学和认知心理学为基础创立的教学模式,具有传统教学法无法比拟的优势。在研究分析PBL教学法特征的基础上,从军队院校士官教学的教学内容、教学对象、教学保障和教学评价等方面对PBL教学法的可行性进行探讨,并且针对可能出现的问题给出解决途径。     

借鉴PBL教学模式改革成人教学的思考

"以问题为基础的学习"(简称PBL)是一种打破传统教学观念、充分尊重个体生活经历和学习主动性基础上的、根据问题进行多种途径学习的教学模式。成人教学中针对成人特点采用PBL教学模式具有一定的优势,就PBL模式实施中应注意的问题提出了几点看法。     

PBL教学模式在临床外科教学中的应用

PBL教学的基本要点是以学生为中心、基于问题、综合地、相互合作和交互式学习.PBL有助于培养和提高学生在自学、临床操作、团队合作、分析问题和解决问题等方面的能力.我们在临床外科学教学中采用PBL教学法,其效果明显优于传统讲授法,值得在临床课教学中推广应用.     

PBL网络课程教学设计探究

PBL是在教育信息化背景下兴起的一种新的教学形式。INTERNET为这种学习提供了极为有利的条件。本文论述了PBL的特点、内涵,并从几个侧面对网络环境下PBL教学中教学设计的有关问题进行了初步分析。     

对高职学生采用“PBL”学习模式的探究——以大红鹰职业技术学院为例

文章通过对高职学生的学习现状分析,提出“基于问题的学习”（PROBLEM—BASED LEARNING,简称PBL）模式在高职教学中运用的必要性和可行性,通过实践探索,认为该模式是一种适合高职新生的教学模式。     

浅谈护理教学中PBL理念的应用和效力分析

PBL在护理临床教学中的应用,有利于学科之间的横向联系,将学习内容与学生的学习目标——步入临床工作紧密地联系在一起,使得学生在学习时有了较强的学习动机。本文将对此进行相关探讨。     

Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model

We investigated the effects of a long-term, continuous professional development (CPD) model, designed to support teachers to enact Project-Based Learning (PBLSAT). How do novice PBLSAT teachers view their acquisition of PBLSAT skills and how do expert PBLSAT teachers, who enacted the program 5–7 years, perceive the program? Novice teachers evaluated that they acquired the relevant skills but also expressed worries about enacting the program, due to potential difficulties for teachers. Nonetheless, the teachers enacted the program and identified unforeseen benefits for themselves and their students. We suggest that the CPD model helps teachers develop a sense of personal ownership and customization for the program, through multi-staged support to integrate student free-choice PBL into the formal science curriculum.     

Issues in Implementing a Structured Problem-based Learning Strategy in a Volcano Unit: A Case Study

The purpose of this study was to understand how an 8th grade science class used a structured problem-based learning (PBL) strategy to study volcanoes and to discuss some of the issues that science teachers might encounter when designing and implementing the PBL strategy. This study took place at Collins Middle School, which is located in a cosmopolitan community in Illinois. The PBL lessons, which a teacher taught cooperatively with his student-teacher, required ten class periods to study two real-life volcanic phenomena. The guiding research questions were: (a) in what ways did the teachers (Mr. Brown and Ms. Jones) facilitate student learning about volcanoes using the PBL strategy?; and (b) what were the students’ engagements like during the PBL classes on a volcano unit? This study’s findings supported three main assertions: first, the teachers’ questions and group dynamics guided and facilitated the students’ course of learning; second, with the teachers’ specific guidance, the students collaboratively built up their supporting evidence; most of the supporting evidence was much more developed than just listing the terms or simple facts on volcanoes; and, third, there existed a tension between the teachers’ ideals and the implementation of the PBL strategy. They tended to slip into the traditional role of focusing on scientific facts about volcanoes.