PBL理论探讨及教师的角色认识  

Research on PBL and the Role Teachers Play

作　　者：陈庆章[1] 古辉[1] 王子仁[1] 梁荣华[1] 毛科技[1] 

机构地区：[1]浙江工业大学计算机学院,浙江杭州310023

出　　处：《计算机教育》2011年第9期103-107,共5页Computer Education

基　　金：研究型教学探索与实践;浙江工业大学2009教学方法改革专项(JGZ0906)

摘　　要：本文介绍了面向问题的学习方法的起源与发展,从认知取向、合作学习和建构主义三个角度分析了面向问题的学习本质,并就教师在其中的角色给出建议。研究认为,教师通过问题情境连结到学生的生活经验,引发学生主动探索问题、发现问题;教师要高度重视并介入团队讨论,以互动学习来代替教师直接教授;教师讲述不可太细和太全面,要留给学生思考空间和解决问题的机会,提高学生自主能力和创造能力。This paper introduces the origin and development of PBL, and through the perspectives of cognitive orientation, cooperative learning and constructivist it analyses the essence of PBL. It also gives some suggestions for the role teachers play. Studies suggest that, teachers are linked to students＇ life experience in question situation, initiating the student to explore and find the question on their own initiative; teachers should pay high attention to and take part in team discussion, take interact study instead considerate and detailed, it should leave the chance for the their self-directed ability and creativity. of direct teaching; the teacher＇s teaching can not be too student to think and solve the problem in order to improve

关 键 词：面向问题的学习 教学方法 能力培养 团队学习 

分 类 号：G642[文化科学—高等教育学]