摘要
PBL(Project-Based Learning)模式以学习者为中心,围绕项目组织学习,以问题为起点,设计真实任务,通过学生自主探究、小组合作解决问题并展现项目结果,在设计、解决问题的过程中培养学生的自主学习能力、合作学习能力以及思辨思维能力。研究以西北师范大学经济学院三个班学生为实验对象,进行了一个学期的PBL模式的教学实践,探究PBL模式对学生自主学习能力的影响以及学生对PBL模式的态度和看法。研究结果表明,一学期的PBL模式教学实践对学生自主学习能力的提高产生显著性变化,学生对PBL模式持有积极、赞成的态度。
PBL (Project-Based Learning) is a student-centered approach in which learning is organized by means of projects and real tasks. Students are required to explore the problems with the teammates collaboratively and to display their project products, and at the same time students’ autonomous learning ability, cooperative learning ability and critical thinking can be developed. In this study, PBL is conducted in three classes of College of Economics, Northwest Normal University for one semester to explore whether students’ autonomous learning ability can be improved by PBL and what attitudes students have towards PBL. The results show that students’ autonomous learning ability is significantly improved after one semester’s experiment and students’ attitudes towards PBL are positive.
作者
黄彩霞
HUANG Cai-xia(School of Foreign Languages, Northwest Normal University, Lanzhou 730070, China)
出处
《洛阳师范学院学报》
2019年第1期90-93,共4页
Journal of Luoyang Normal University
基金
外教社-甘肃省高等学校英语教学改革研究项目(甘教高〔2016〕37号)
关键词
大学英语
项目式教学
自主学习能力
college English
PBL(Project-Based Learning)
autonomous learning ability
