摘要
基于问题式学习(Problem—BasedLearning,简称PBL),或译为“问题本位学习”,这是近年来受到广泛重视的一种教学思路,它强调把学习设置到复杂的、有意义的问题情境中,通过让学习者合作解决真实性(authentic)问题,来学习隐含于问题背后的科学知识,形成解决问题的技能,并形成自主学习(self—directed learning)的能力。在这种教学中,教师首先向各个学生小组呈现一些精心设计的问题,一般是描述一些可观察的现象或事件,比如某病人的症状,要求学生对此做出解释。学生小组的任务是讨论这些问题,对这些现象做出详细解释,包括其中的过程、规律或机制等。
Problem-Based Learning (PBL) has been given wide attention recently in constructivist perspective. PBL set learning in a complex and meaningful problem situation, and make learners work together to solve real problems and learn scientific knowledge behind various problems, thus forming skills for solving problems and developing active learning ability. In the process of PBL, design for a problem, teacher's promotion role, teamwork, and student's ability to reflect and generalize are main restrictive conditions for final learning effect. Now researchers has discussed the influence of knowledge acquisition, problem-solving, and active learning ability on PBL effect.
出处
《教育研究与实验》
CSSCI
北大核心
2000年第3期55-60,共6页
Educational Research and Experiment
