PBL(Project-Based Learning)理念融入高职劳动教育的价值意蕴与实践路径

劳动是人维持自我生存和自我发展的唯一手段,劳动教育是推进立德树人根本任务及提升人才培养质量的重要载体。然而教材体系不够成熟、课程体系不够健全、评价体系不够完善是当前高职劳动教育存在的突出问题。将PBL(Pro-ject-Based Learning)项目式教学理念融入劳动教育,契合高职人才培养目标,有助于提高师生参与的积极性,促进劳动教育效果提升。对此,在推进PBL教学理念融入劳动教育教学过程中,加强顶层设计明确目标,聚焦职教特色融通资源,项目驱动理实教育一体化,量身定制项目化测评体系,切实培养好学生的劳动意识、劳动思维、劳动能力。

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.

Development of Fundamental Competencies for Working Persons Through Project-Based Learning

Universities teach mainly specialized subjects and the liberal arts. Society expects university students to gain certain basic skills important when working for a company. These skills can be divided broadly into action, thinking, and teamwork. The purpose of this paper is to propose a method of project-based education for developing fundamental competencies for working persons. Many studies have been reported on educational methods with project management techniques, but few have considered project-based education aiming at improving fundamental competencies for working persons. If these competencies can be developed through project-based education, it will be possible to develop not only teamwork skills, but also a wide range of skills involving action as well as thinking. The traditional Japanese university curriculum comprises specialized subjects and the liberal arts. The author proposes the addition of project-based education to develop basic skills needed in the workforce. This research proposes an education model for basic competency training and examines the educational outcomes by studying results of a cooking tool project assigned to university students. The model includes Teoriya Resheniya Izobretatelskikh Zadatch （TRIZ, a Russian acronym for the theory of inventive problem solving）, a World Cafe, and the SECI process （a process of knowledge creation comprised of socialization, externalization, combination, and internalization in knowledge management） in the hope that this model will be conducive to implementing effective project-based learning. This research concludes that it is possible to develop the basic skills needed by university students in society through project-based learning under a basic skills education model.

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".

Under "Integration of Doing, Learning and Teaching", Research on the Project-Based Teaching Innovation of "Landscape Planning and Design"

Based on the research on the project course theory of "integration of theory and practice" in higher vocational education and the analysis of practical teaching in colleges and universities at home and abroad, combined with literature research, case analysis, system theory and other research methods, the project-based teaching goal, model, content and means of "integration of doing, learning and teaching" in higher vocational education is explored, and the project-based teaching model of "Landscape Planning and Design" is discussed combined with the application of information-based teaching methods. So as to provide references for carrying out the project-based teaching in similar courses in higher vocational colleges and really achieve docking the actual post requirements with the course to provide the basis for achieving the purpose of cultivating skilled talents in higher vocational education.

Design and Implementation of Project-Based Collaborative Learning in a Micro-lesson

Combined with the features and strategies of project-based collaborative learning, micro-lesson—as one of modern teaching means, can display the teaching design and implementation of PBL, thus students can improve their awareness and ability of cross-cultural communication in the process of experience PBL.

A Project-Based Assessment Model for Higher Vocational College Eng⁃lish Speaking Teaching

This study intends to explore a new project-based assessment model for higher vocational English speaking teaching.A new selective course was initiated by the author for study purpose.A semester-long project was carried out.A scoring rubric around content,pronunciation,language and PPT use was developed.Both quantitative and qualitative approaches were employed.The overall results show that the new project-based assessment model has been proved effective in evaluating students’project outcomes.

Applying Fuzzy Rule-Based System on FMEA to Assess the Risks on Project-Based Software Engineering Education

Project-based learning has been in widespread use in education. However, project managers are unaware of the students’ lack of experience and treat them as if they were professional staff. This paper proposes the application of a fuzzy failure mode and effects analysis model for project-based software engineering education. This method integrates the fuzzy rule-based system with learning agents. The agents construct the membership function from historical data. Data are processed by a clustering process that facilitates the construction of the membership function. It helps students who lack experience in risk assessment to develop their expertise in that skill. The paper also suggests a classification technique for a fuzzy rule-based system that can be used to judge risk based on a fuzzy inference system. The student project will thus be further enhanced with respect to risk assessment. We then discuss the design of experiments to verify the proposed model.

An Arduous but Hopeful Journey:Implementing Project-Based Learning in a Middle School of China

The main purpose of this study is to investigate the lived experience of teachers from one middle school in East China who implemented project-based learning(PBL)in their classes.A sample of 22 grade 6 and 7 teachers participated in this research between September 2008 and June 2010.Data were collected from multiple sources including field notes of classroom observation,transcripts of semi-structural interviews and workshop audiotapes.It reveals that teachers were struggling with the roles they should play and in particular with how to effectively facilitate students’project work.However,they also creatively reconceptualized the new curriculum from their own perspectives and brought their students unique and diverse learning experiences.These struggles and reconceptualizations are believed to be the result of teachers’evaluative,identifying and pedagogical culture-cognitions.

Construction and Practice of a Practical Teaching System for Normal Universities Based on Ability Cultivation

This study aims to explore the effect of project-based teaching methods on improving students’ abilities in normal universities. This study delves into the practice teaching system based on ability training implemented in normal universities, examining the application of this teaching model in teacher education and the potential challenges it may encounter. Our case study reveals that the Project-Based Learning (PBL) approach can effectively transform students from passive recipients of knowledge into active problem solvers, thereby enhancing their critical thinking, problem-solving, teamwork, and communication skills. However, challenges do exist, including ensuring active participation from all students, providing equal opportunities for each student to develop and showcase their abilities, and completing complex projects within a limited timeframe. Therefore, teachers may need to adjust their teaching strategies, and schools need to provide more resources and support. These adjustments can help the practice teaching system based on ability training better serve teacher education and offer students a higher-quality educational experience.

基于CPBL的教学方式探索与实践

为适应新世纪高等教育的要求,培养学生的主体性发展、动手能力、学习能力、协作能力和创新精神,传统的接受型学习方式已经不能满足要求。基于CPBL的新型教学方式,以其自身独具的特点,将研究式学习与小组协作方式相结合,成为我国今后高等教育教学的一个重要内容。本文以CPBL式教学为研究目标,分析了其内涵及特点,设计了具体实施方案,并在哈尔滨工程大学自动化学院进行了尝试与实践研究。

“项目式”教学模式对提高学生思辨能力的效果和作用研究——以英国文学课程《傲慢与偏见》教学实践为例

培养学生思辨能力是大学学习的重要任务,也是高等教育的目标之一。本文尝试了在英国文学课程中引入"项目式"教学法(project-based learning),将课题任务设计成项目分配给学生,让学生形成学习小组,最终以Powerpoint形式在课堂上展示项目成果,并形成分别来自师生两方面的项目评价反馈。通过实践证明,"项目式"教学法的实施,不仅提升了学生对英国文学课程的好奇心和积极性,而且很大的激发了学生的学习潜能,提高了他们的自主学习能力和研究探索能力,最终在学习中提升了他们的思辨能力。

A Method to Solve PBL Issues and to Improve Project Management Competencies of Students

It is generally accepted that Project-Based Learning(PBL)is very valuable in preparing students to become working members of society.However,some issues have been recognized with PBL such as:(1)some students lack an active attitude or ride on the coattails of their teammates in their PBL team work;(2)a range of achievement levels among project teams;(3)spending most of their time to discuss the objective and the goal;and(4)not well managed as a project.Integrated Scheduling Method(IScM)and the associated tool called Deliverables Dependency Matrix(DDM)have been proposed to create a highly feasible project schedule for a product development.It was noticed that they might have the potential to resolve these PBL issues because the schedule creation is a core part of project management and includes most of all factors to manage PBL as a project.Two trials of the application with Modified-IScM(M-IScM)and DDM to PBL courses have been conducted.The first trial was intended to evaluate if M-IScM and DDM could resolve the PBL issues.A lecture prior to the second PBL with some findings from the first trial was given to students to improve their project management competencies.As a result,it was confirmed that M-IScM and DDM had the potential to resolve the PBL issues and revealed that PBL had two internal project types,the Goal Search Project and the Goal Oriented Project with the associated work processes and methods.Furthermore,the Goal Oriented Project could be divided into the Development Project and the Value Creation Project.Understanding and utilizing these project types will improve the competencies of students regarding project management to produce a good outcome in PBL,and help develop the leadership and fundamental skills to be a capable business person.

The Experimental Vehicles Program Helps Advance the Mechatronics Engineering Program

Middle Tennessee State University(MTSU)started a Mechatronics Engineering program four years ago.Over those four years,enrollment has grown exponentially and has increased to over 400 students.One major factor that draws interest to this new program is the university’s Experimental Vehicles Program(EVP),created by Dr.Saeed Foroudastan.The EVP includes different student teams that work to design and build the four projects the EVP has evolved to:human-powered lunar rover(formerly known as The Great Moonbuggy Race),powered off-road Baja,gasoline-powered formula car,and all-electric solar boat.These projects are designed to greatly enhance each student’s classroom experience.The EVP provides students hands-on experience that allows them to apply what they have learned in the classroom to something in real life.The students are responsible for designing and building each project with their team,which also provides them with skills like effective communication,teamwork,project management and more.Each project also has a competition that members of the team normally travel to and are able to compete on an international level.The Mechatronics Engineering program and the EVP at MTSU are both providing truly great opportunities and preparing students well that wish to enter the engineering field after college.

Digital Storytelling in EFL Classroom at the Secondary Level

Digital storytelling is a newly emerging practice in language education. The integration of digital storytelling into lan-guage classroom is reported to attain great effectiveness to develop learners'language proficiency as well as multiple skills. While international educators think highly of the new teaching method, research on this field in China still remains few at present. There-fore, this paper discusses how digital storytelling can be used to enhance language teaching and moreover proposes an action plan to apply it into EFL classroom in China at the secondary level.

Promoting Patient Problem Solving Using STEM Education Principles

Mathematics teachers know that most of their students are averse to patient problem solving.In this article a new method or perspective for posing engaging problems is explained.This method uses principles of STEM education to enable mathematics teachers to pose relevant real-world problems and facilitate student-initiated explorations that promote patient problem solving.Lessons integrating STEM disciplines expose the students to problems that allow them to naturally apply their knowledge and skills to find a solution.The article includes an explanation of STEM education practices and resources for mathematics teachers.

基于创新素养培育的高中英语项目式学习课

本文依据《普通高中英语课程标准》(2017年版)的教学实施建议和John Larmer提出的项目式学习的黄金标准,探究了在高中英语课上实施基于创新素养培育的项目式学习的教学策略。通过笔者的文献研究和案例分析,本研究厘清了基于创新素养培育的项目式学习的核心概念,从课程目标、内容、教学方法和教学评价四个方面探讨了基于创新素养培育的项目式学习的实施途径和策略,为落实创新素养在高中英语学科培养的研究文献的丰富提供了理论意义和实践价值。

刍议在初中英语教学中开展项目教学法

本文论证了在初中英语教学中开展项目教学法的可行性,并介绍了项目教学法的具体步骤及其相关教学,最后针时项目教学法的实践提出了一些思考和建议。

Improving Scientific Research Methodology in Undergraduate Medical Students: a case of team based training blended in a research project

An educational intervention targeting medical students and aiming to develop skills useful to the writing of a health science research protocol over a short period of time has been developed in the Shanghai Jiao Tong University School of Medicine. The methodology blending the principles of PBL and TBL is detailed and key issues of this implementation are discussed. Twenty-one students were enrolled in a research master degree and participated to three mandatory 180-minutes sessions. Beyond classical skills useful to solve a problem, this new intervention focused on the transformation of knowledge to create an authentic content, which is a feature of the project-based learning(PBL). The training process was designed according to team-based learning(TBL) procedure except that work sharing between groups and pooling resources and outcomes of each group allowed the construction of one final class original research project in the field of respiratory pharmacology. The combination of both learning methods allowed promoting individual and group accountability necessary to improve self-learning and the quality of the final joint project. The peer reviewing was an essential factor in creating the students' motivation and improving of team discussion. The grades individually assigned for skills and quality of the project by an external teacher suggested that key objectives of the intervention were reached. In conclusion, the educational intervention described in this paper appears as an appropriate method to develop specific skills necessary to write and discuss a research project within a research team.Further works are necessary to measure the degree of satisfaction of students and improvement of performance.