基于问题的学习与我国的教育现实  

Thoughts About Problem - based Learning And The Educational Reality Of China

作　　者：汤丰林[1] 申继亮[2] 

机构地区：[1]北京教育学院心理系,北京100011 [2]北京师范大学心理学院,北京100875

出　　处：《比较教育研究》2005年第1期73-77,共5页International and Comparative Education

基　　金：全国教育科学"十五"规划重点课题资助(BBA010051)

摘　　要：基于问题的学习是将学习"抛锚"于具体问题之中的一种情境化了的、以学生为中心的教学方法。它主张问题是学习的起点,注重学生的已有知识、小组合作和教师的指导或促进在学习活动中的作用。PBL与我国新课程改革中倡导的教育观念具有基本的一致性,但要全面实施这种模式,还必须要面对我国的教育现实,处理好教师角色转换与师资培训模式不协调的问题和学生自主学习与教育资源不足的矛盾。Problem - based learning is a contextualized and students - centered teaching method, which anchored learning to special problems. It emphasizes that problem is the start - point of learning, and gives more attentions to students' experience, group collaboration, and tutor's direction or promotion in learning activities. PBL has a basic consistency with educational ideas advocated by new curricula, but if we operate the model, we must face our educational reality, and must deal with two problems, one is inconsistency on teacher's role change and training models, another is conflict between self - regulated learning of students and shortage of e-ducation resources.

关 键 词：PBL 小组合作 问题情境 

分 类 号：G42[文化科学—课程与教学论]