美國PBL教學(xué)模式及在我國高校研究生教學(xué)中的應(yīng)用研究
發(fā)布時(shí)間：2018-12-10 18:19
【摘要】：隨著知識(shí)經(jīng)濟(jì)、全球化時(shí)代的到來,社會(huì)對(duì)高校研究生的培養(yǎng)也提出了更高的要求,對(duì)研究生實(shí)踐能力的培養(yǎng)越來越受到人們的關(guān)注。改變傳統(tǒng)教學(xué)模式探索新型學(xué)習(xí)方式已成為當(dāng)前我國高校研究生課程改革迫切需要解決的問題,而基于問題的學(xué)習(xí)模式(Problem-based Learning,簡(jiǎn)稱PBL)的引入為此提供了嶄新的思路。PBL模式來自于美國神經(jīng)病學(xué)教授霍華德?巴羅斯(Howard Barrows)于1969年首創(chuàng)的以問題解決為中心的教學(xué)方法,因其直指知識(shí)的應(yīng)用和未來職業(yè)技能的培養(yǎng),因此在短短幾十年內(nèi),該教學(xué)模式已風(fēng)靡全球,被譽(yù)為國外教學(xué)改革浪潮中多年來教育領(lǐng)域“最引人注目的革新”。 筆者以PBL基本理論為本研究的理論依據(jù),并以其在美國本土的實(shí)施作為實(shí)踐依據(jù),最終落腳于PBL在我國高校研究生教學(xué)中的實(shí)施及推廣應(yīng)用上。論文的主要內(nèi)容分為四部分:一、緒論;二、關(guān)于“基于問題的學(xué)習(xí)”的解讀;三、PBL教學(xué)模式在我國高校研究生教學(xué)中的個(gè)案研究;四、反思。 緒論部分主要介紹了本研究的研究問題、研究意義、研究思路與方法,并對(duì)國內(nèi)外基于問題的學(xué)習(xí)模式研究情況進(jìn)行了綜述,指出了已有研究的局限及本研究的創(chuàng)新之處;第二部分解讀了基于問題的學(xué)習(xí)基本理論及其在本土的實(shí)施概況。首先介紹了基于問題的學(xué)習(xí)模式產(chǎn)生與發(fā)展歷程,并界定了其概念和基本模式,接著探討了基于問題的學(xué)習(xí)基本特征、適用范圍,最后介紹了該教學(xué)模式在美國本土的實(shí)施情況;第三部分圍繞基于問題的學(xué)習(xí)在我國某高校研究生教學(xué)中實(shí)施的個(gè)案展開研究,對(duì)其實(shí)施過程進(jìn)行了詳細(xì)介紹,并對(duì)實(shí)施效果以問卷調(diào)查結(jié)果分析和訪談的形式進(jìn)行闡述,最后總結(jié)了本次基于問題的學(xué)習(xí)教學(xué)試驗(yàn)中存在的問題及改進(jìn)策略;第四部分則針對(duì)我國高校研究生教育現(xiàn)狀,歸納了基于問題的學(xué)習(xí)在我國研究生教學(xué)中應(yīng)用的局限性,并提出了幾點(diǎn)建議。
[Abstract]:With the advent of knowledge economy and globalization era, the society has put forward higher requirements for the cultivation of graduate students in colleges and universities, and people are paying more and more attention to the cultivation of practical ability of graduate students. To change the traditional teaching mode and explore new learning methods has become an urgent problem to be solved in the course reform of graduate students in China's universities, and the problem-based learning model (Problem-based Learning,) The introduction of PBL (abbreviated as PBL) provides a new way of thinking. The PBL model comes from American professor of neurology Howard? The problem-solving centered teaching method pioneered by Barros (Howard Barrows) in 1969 has become popular in the world in just a few decades because of its direct reference to the application of knowledge and the development of future vocational skills. It is known as "the most remarkable innovation" in the field of education for many years in the tide of foreign teaching reform. The author takes the basic theory of PBL as the theoretical basis of the study, and takes its implementation in the United States as the practical basis, and finally rests on the implementation and popularization of PBL in the postgraduate teaching of colleges and universities in our country. The main content of the thesis is divided into four parts: first, introduction; second, the interpretation of "problem-based learning"; third, the case study of PBL teaching mode in the graduate teaching of colleges and universities in China; fourthly, reflection. The introduction part mainly introduces the research problems, research significance, research ideas and methods, and summarizes the research situation of problem-based learning model at home and abroad, points out the limitations of the existing research and the innovation of this study; The second part explains the basic theory of problem-based learning and its implementation in China. This paper first introduces the emergence and development of problem-based learning model, defines its concept and basic model, and then discusses the basic characteristics and applicable scope of problem-based learning. Finally, the implementation of the teaching model in the United States is introduced. The third part focuses on the case study of the implementation of problem-based learning in the teaching of graduate students in a certain university in our country. The implementation process is introduced in detail, and the effect of the implementation is described in the form of questionnaire survey results analysis and interviews. Finally, the problems and improvement strategies in the problem-based teaching experiment are summarized. In the fourth part, according to the current situation of graduate education in our country, the limitations of problem-based learning in graduate education are summarized, and some suggestions are put forward.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G643
本文編號(hào)：2371005
[Abstract]:With the advent of knowledge economy and globalization era, the society has put forward higher requirements for the cultivation of graduate students in colleges and universities, and people are paying more and more attention to the cultivation of practical ability of graduate students. To change the traditional teaching mode and explore new learning methods has become an urgent problem to be solved in the course reform of graduate students in China's universities, and the problem-based learning model (Problem-based Learning,) The introduction of PBL (abbreviated as PBL) provides a new way of thinking. The PBL model comes from American professor of neurology Howard? The problem-solving centered teaching method pioneered by Barros (Howard Barrows) in 1969 has become popular in the world in just a few decades because of its direct reference to the application of knowledge and the development of future vocational skills. It is known as "the most remarkable innovation" in the field of education for many years in the tide of foreign teaching reform. The author takes the basic theory of PBL as the theoretical basis of the study, and takes its implementation in the United States as the practical basis, and finally rests on the implementation and popularization of PBL in the postgraduate teaching of colleges and universities in our country. The main content of the thesis is divided into four parts: first, introduction; second, the interpretation of "problem-based learning"; third, the case study of PBL teaching mode in the graduate teaching of colleges and universities in China; fourthly, reflection. The introduction part mainly introduces the research problems, research significance, research ideas and methods, and summarizes the research situation of problem-based learning model at home and abroad, points out the limitations of the existing research and the innovation of this study; The second part explains the basic theory of problem-based learning and its implementation in China. This paper first introduces the emergence and development of problem-based learning model, defines its concept and basic model, and then discusses the basic characteristics and applicable scope of problem-based learning. Finally, the implementation of the teaching model in the United States is introduced. The third part focuses on the case study of the implementation of problem-based learning in the teaching of graduate students in a certain university in our country. The implementation process is introduced in detail, and the effect of the implementation is described in the form of questionnaire survey results analysis and interviews. Finally, the problems and improvement strategies in the problem-based teaching experiment are summarized. In the fourth part, according to the current situation of graduate education in our country, the limitations of problem-based learning in graduate education are summarized, and some suggestions are put forward.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2011
【分類號(hào)】：G643
【引證文獻(xiàn)】
相關(guān)期刊論文 前1條
1 蘭菊萍;張慧;;PBL教學(xué)模式在商科本科教學(xué)中的應(yīng)用[J];教師博覽(科研版);2012年Z1期
相關(guān)碩士學(xué)位論文 前1條
1 李瑩;移動(dòng)PBL在醫(yī)學(xué)見習(xí)教學(xué)中的應(yīng)用研究[D];西南大學(xué);2013年
，本文編號(hào)：2371005
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