基于PBL课程的教学诊断框架研究

Research on Teaching Diagnosis Framework Based on PBL Curriculum

基于问题的学习(PBL)课程和教学诊断的结合有助于以结构化的方式收集数据和进行分析,从而为学术目的做出决策。基于该目的,文章提出一种基于PBL课程的教学诊断框架,由课前评估、PBL课程和课后评估三个阶段组成,设计各阶段的问卷,通过获取反馈分析和诊断师生的教学情况。通过诊断结果,为学生提供有针对性的课程、学生的学习成果、他们的行为、表现、改进的课程开发和改进的个性化学习。因此,本研究丰富PBL教学法在工程教育中的应用。

The combination of Problem Based Learning(PBL)courses and instructional diagnostics helps to collect da-ta and analyze it in a structured manner,making decisions for academic purposes.Based on this purpose,a teaching diagnosis framework based on PBL courses is proposed,which consists of three stages:pre-class evaluation,PBL course evaluation,and post-class evaluation.Questionnaires were designed for each stage to analyze and diagnose the teaching situation of teachers and students by obtaining feedback.Through diagnostic results,targeted courses,student learning outcomes,their behavior,performance,improved course development,and personalized learning can be pro-vided to students.Therefore,this study enriches the application of PBL teaching method in engineering education.