PBL(Project-based Learning)教学模式在高职英语自主学习课程中的应用研究

本文采用行动研究的方法,以武汉职业技术学院的英语听说过级自主学习课程为例,探讨如何在自主学习课程中应用PBL的教学模式改进自主学习课程的考核方式,提高学生的自主学习能力和意识。文章首先分析了自主学习课程在实施过程中遇到的问题,详细描述了PBL教学模式的总体设计构想和具体的实施步骤,并对实施的结果进行了讨论。经过统计和问卷调查结果发现,应用PBL模式后,实验班的学生的学习兴趣有了很大的提高,有利于培养他们的自主学习能力和合作精神。同时,试验前后的听力测试表明,实验班听力成绩较对照班也有了显著的提高。可见,PBL模式的应用能在一定程度上改进目前在自主学习课程中所遇到的一些问题。

基于PBL(Project-based Learning)的商务英语混合式教学模式研究

商务英语课程是融英语语言知识、商务知识及商务实践为一体的课程,其知识性和实践性并重的特点决定了传统的以教师讲授为主的教学模式无法满足培养社会需要的商务英语人才的需求,教学模式亟待改革。项目学习法是学生在实践中构建知识的一种教学模式,而线上线下资源有机融合的混合式教学模式能够拓展课堂容量,使学习不受时空地域的限制,二者相结合是商务英语教学改革的重要方向,教学评价体系的改革是确保新教学模式有效实施的重要保证。

PBL(Problem-based Learning)教学法道路规划与几何设计教学中的应用与探索

立足于道路规划与几何设计信息量大,涉及专业基础知识广、实践性强等特点,将PBL教学法在教学中进行了应用与探索,从教师设计问题、组建学习小组、问题探索与交流、教师总结评价等方面进行了教学设计和应用研究,实践证明PBL教学有助于提高学生的自主创新学习能力及学习的积极性,显著提升了教学效果。

Project-based Language Learning: an Activity Theory Analysis in SOE Language Learning

This study focuses on the effectiveness of the project-based language learning(PBLL) in a college Secretarial Oral English(SOE) Module. Student reflections of the language project work have been analyzed through Activity Theory. Moreover,Data has been collected and categorized based on the components of complex human activity: the subject, object, tools(signs,symbols, and language), the community in which the activity take place, division of labor, and rules. The findings theoretically support the outcome of project-based language learning which align with the object of the activity.

Alternative Assessment in an EFL Project-based Learning Context: Perceptions and Correlations

This study aims to explore Chinese university EFL learners'perceptions toward alternative assessment in a context of a project-based learning digital storytelling presentation in Speaking Course.It also seeks to compare the relationship between alternative assessment and teacher assessment.The findings showed that a strong correlation between alternative assessment and teacher assessment occurred.Alternative assessment activities are viewed by students as"authentic"assessments,as they mimic how the student will be using their knowledge in the future.Alternative assessment as a form of formative assessment can be a powerful day-to-day tool for teachers and students.Alternative assessment is an enabler of process of learning.The study suggests that alternative assessment can encourage learners to become more fully responsible for their learning and can result in more and better learning.Alternative assessment can thus be used as a golden key to the"deaf and dumb"phenomenon for Chinese university EFL learners.

Using Project Based Learning in a Fundamental Chemistry Course:An Experience Report

In this paper,we report the experience received from the project-based learning activity in a fundamental chemistry course.We involved the first year students in Faculty of Engineering at King Mongkut’s University of Technology Thonburi,Ratchaburi Learning Center,Thailand.This work considers the innovative activities performed in the field of chemistry and physics.This activity has been intensively implemented in teaching first year students.A project has been created to build up a small machine for measuring the concentration of sucrose solutions.The students participated in a project based learning(PBL)process,in which they worked in groups to create the instrument designed to measure the sucrose concentration in percentage by weight of sucrose in pure water solvent.Project-based learning has gained a greater position in the classroom as researchers have documented what teachers have long understood:Students become more engaged in learning when they have a chance to dig into complex and challenging problems that closely resemble real life.Moreover,several surveys have been conducted along one academic year to evaluate the impact of this method.The results of the surveys show that PBL encourages students’motivation and improves their knowledge involving the project.It is also pointed out that this methodology requires more dedication from lecturers than traditional methodology.

Applying Project Based Learning to Flipped Bloom Taxonomy for Deep Understanding in Control Systems

The peculiar nature of control theory as a course that cut across a lot of major engineering disciplines calls for a look into how its learning can best be done without students feeling like they are wasting their time.This paper takes a look at control theory as subject cut across various engineering field and has a wide background that students must really be comfortable with.Its wide application and background pose a huge challenge to the teaching of control.It goes further to look into traditional method of teaching,Project-Based Learning Blooms Taxonomy.It then proposes applying Flipped Bloom Taxonomy to Project-based learning for a deep understanding of control systems.

To Cultivate Outstanding Software Engineer Based on Project-based Learning

This thesis sketches the connotation of project-based learning and introduces the basis on which project-based learning is practiced and applied in school of software as well as the plan of further practicing project-based learning.At the same time,this thesis also discusses application of project-based learning in "education and cultivation plan of excellent engineer".

Gamification in Education: A Study of Design-Based Learning in Operationalizing a Game Studio for Serious Games

The gamification of learning has proven educational benefits, especially in secondary education. Studies confirm the successful engagement of students with improved time on task, motivation and learning outcomes. At the same time, there remains little research on games and learning at the postsecondary level of education where traditional pedagogies remain the norm. Studies that have been conducted remain almost exclusively restricted to science programs, including medicine and engineering. Moreover, postsecondary subject-matter experts who have created their own gamified experiences often are forced to do so on an ad hoc basis either on their own, teaching themselves game engines, or with irregular support from experts in the field. But to ensure a well-designed, developed, and high-quality educational experience that leads to desired outcomes for a field, a sustainable infrastructure needs to be developed in institutions that have (or can partner with) others that have an established game design program. Moreover, such a design-based learning approach can be embedded within an existing studio model to help educate participants while producing an educational product. As such, this qualitative case study provides an example of the process of operationalizing a game design studio from pre-production through post-production, drawing from the design and development of the educational video game The Museum of the Lost VR (2022). The results, resources, and classification system presented are scalable and provide models for different sized institutions. Methods to develop a sustainable infrastructure are presented to ensure interdisciplinary partnerships across departments and institutions with game design programs to collaborate and create educational experiences that optimize user experience and learning outcomes.

PBL混合式教学模式在“内科护理学”教学中的应用

为探讨PBL混合式教学模式在内科护理学教学的应用效果,选择104名护理专业学生作为研究对象,分为对照组和观察组。观察组采用基于问题的教学方法(PBL),结合线上线下混合式教学模式,对照组采用传统式教学模式,对比两组的期末成绩和学生自评学习效果。研究发现,观察组学生的期末成绩和对学习效果的认同程度明显高于对照组学生(P<0.05),PBL混合式教学模式有助于提高内科护理学的教学质量和学习效果。

基于3M-PBL-OBE的机械工程实验教学体系改革与实践

针对传统实验教学中存在以认知体验为主、缺乏连贯层次化设计和过度依赖实验报告等问题,以装备设计制造能力培养为导向,融合基于模型设计(MBD)、虚实结合的机电概念设计(MCD)、制造执行系统MES等理念方法,建立以项目式学习为驱动的层次递进式实验教学构架,改革现有专业课程实践知识体系,培养能够解决复杂工程问题的高质量机械工程人才。通过持续实践,取得了明显的成效。

OBE理念联合PBL教学法在肿瘤学研究生培养中的效果分析

目的:比较OBE理念联合PBL教学法与传统教学法在肿瘤学研究生培养中的效果。方法:随机选取昆明医科大学在读肿瘤学专业研究生60人,将其分两组,每组30人,分别是OBE理念联合PBL教学法的联合组和传统组。比较两组在考试成绩、自主学习能力、自我效能感方面的差异。结果:传统组的理论考试平均成绩(80.63±6.44)分低于联合组(86.87±5.78)分,差异有统计学意义(P<0.05);联合组自主学习能力、自我效能感明显优于传统组(P<0.05)。结论:与传统教学法相比,OBE理念联合PBL教学法模式能够提高肿瘤学研究生的学习成绩,提高学习的主动性。

PBL教学模式在医学生教育中的有效性研究——基于随机对照试验的meta分析

目的:评估PBL在医学教育中的有效性。方法:检索英文电子数据库,包括PubMed、Embase和Cochrane。比较PBL和传统的讲座式学习在医学教育中对学生理论知识、技能和案例分析分数的影响。结果:共纳入10个RCT,总样本量为1673名医学生。PBL教学模式显著提高了学生技能得分,但未提高学生理论知识和案例分析得分。结论:PBL在提高技能方面比传统教学方法更有效。