共查询到20条相似文献，搜索用时 125 毫秒
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基于问题的学习（Problem-Based Learning,简称PBL）是将学习活动“抛锚”在具体的问题情境中的以学生为中心的一种教学方法,也是一种符合建构主义教学原则的教学模式。与其他问题教学相比,PBL有着不同的内涵。由于受文化背景、教育资源等因素的影响和制约,在我国教育环境中实施PBL,要综合考虑到学科知识的系统性与PBL知识的随机性、教学资源的局限性与PBL教学内容的灵活性、传统课程问题的良性结构与PBL问题的劣构性之间的关系。 相似文献
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网络环境下问题导向学习活动的设计 总被引：1，自引：0，他引：1
张君瑞 《现代远程教育研究》2009,(6):26-28
问题导向学习（Problem-based learning,简称PBL）是培养学生应用知识解决复杂和现实问题,发展高级思维,养成自我导向学习能力的一种教学形式。网络环境下的问题导向学习活动设计要在充分利用网络的优势下,创设“有效问题情境”,组织学生小组合作,通过交流解决问题;问题解决以后,要让各小组展示他们的问题解决过程,组织多元评价,保证结果的客观公正;还要引导学生总结反思,形成自我导向学习。 相似文献
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目的：本研究以神经病学教学为例,旨在评估基于问题的学习（problem-basedlearning,PBL）和基于案例的学习（case-based learning,CBL）联合教学的有效性。方法：以贵州医科大学临床医学专业学生为研究对象,分为PBL―CBL组和传统模式组,进行脑血管病课程教学。通过课前和课后测试,问卷调查,评估学生的观点,并观察学生对学习的满意度。结果：PBL―CBL组的课前和课后测试总分显著高于传统模式组（P<0.05）,基础知识无差异（P>0.05）;PBL―CBL组在学习动机、自学能力和理解等得分显著优于传统模式组（P<0.05）。结论：PBL―CBL联合教学能有效提高神经病学教学质量,增强学生的临床技能,是提高医学生表现、提高临床技能的有效方法。 相似文献
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"基于问题的学习"(PBL)模式研究 总被引：5，自引：0，他引：5
王济华 《当代教育理论与实践》2010,2(3):98-100
＂基于问题的学习＂（PBL）是一种对传统教学模式的颠覆,它以学生为中心,以问题为核心,由问题的选取和设计、团队的合作以及学生的反思构成PBL成功的重要因素。本文还具体提出PBL的操作流程,对教学工作具有一定的借鉴作用。 相似文献
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基于问题学习的问题创设探讨 总被引：3，自引：0，他引：3
基于问题的学习（Problem-Based Learning，简称PBL）模式有助于学生打下坚实的知识基础，在运用PBL过程中，教师对问题的创设是一个关键，因此，如何在PBL中有效地创设问题是一个必须认真研究解决的课题。 相似文献
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“问题教学法”（PBL）是一种问题导向的教学模式,近年来受到教育界的广泛重视。本文将PBL模式引入“客户关系管理”课程教学,对该课程的教学目的、教学内容、教学评价等进行设计,并组织教学实施。在实践中形成“以问题为课堂组织核心,以学生为学习主体,以教师为指导者和帮促者,学生通过自主探究和小组合作学习,建立资料库,最终采用学生参评和教师参评相结合对学生成绩进行综合评价”的教学模式。本研究拓展了PBL的应用范畴,能为同类课程的教学改革提供参考。 相似文献
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PBL（Problem-based Leam-ing,问题式教学法）是以问题为导向、以学生为中心的一种教学模式。在该模式中,问题的设计是PBL成功与否的关键所在。本文结合教学改革实践,提出PBL教学模式中问题设计的原则及过程,以期对实施PBL教学工作提供借鉴。 相似文献
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“基于问题的学习”（PBL）以情境性的、结构不良问题为核心,以描述与定义问题为导向,构成自己独特的学习过程模型,其问题对学习者的学习发挥导向、监控和评价功能。PBL模式在教育心理学课程中的应用需分析外部情境条件、学习者内部条件和问题特征等因素,与传统教学相比,PBL尤其关注师生关系的定位,重视学生之间的交流与合作,强调学生对知识生成过程的体验。 相似文献
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郭怀玉 《安阳师范学院学报》2010,(1):108-111
教师在正常讲授中国现代文学的同时,还应该时常抱有一种问题意识,并将这种意识适当地渗透给学生。首先要求师生都要细读作品,在此过程中对作品应该有所质疑;其次,只把教材当作讲授和学习的参考即可,切不可迷信它;第三,对与教材相关的史料问题要追根寻源,力求真知。 相似文献
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蒋冰华 《安阳师范学院学报》2001,(5):66-68
环境是当今世界各国普遍关注的重大问题，它是可持续发展的重要保障。环境问题的解决，关键在于通过环境教育提高人们的环境意识。在地理教学中，可以通过环境课程、学科渗透、第二课堂、专题讲座等形式对学生进行环境教育。 相似文献
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王秋艳 《开封教育学院学报》2000,20(3):53-54
在教学过程中恰当地创设问题情境，有利于调动学生学习的积极性，激发学生积极思想，培养学生的创造能力，提高学生的自身素质，教师创设问题情境时应考虑到学生原有的认知水平，要善于“愤”、“悱”的情境，并引导学生积极思考，另外，还应从“巧”字上下功夫。 相似文献
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A student's choice of an answer to a test question is a coarse measure of his knowledge about the subject matter of the question. Much finer measurement might be achieved if the student were asked to estimate, for each possible answer, the probability that it is the correct one. Such a procedure could yield two classes of benefits: (a) students could learn the language of numerical probability and use it to communicate uncertainty, and (b) the learning of other subjects could be facilitated. This report describes the rationale underlying a procedure for eliciting personal estimates of probabilities utilizing a proper scoring rule, and illustrates some new techniques for calibrating those probabilities and providing better feedback to students learning to assess uncertainty. In addition, new results are presented compring the incentive for study, rehearsal, and practice provided by the proper scoring rule with that provided by the simple choice procedure, and concerning the potential effect of cutoff scores and prizes upon student behavior. 相似文献
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Retrospective perceptions and views of engineering students about physics and engineering practicals
R. Bhathal 《European Journal of Engineering Education》2011,36(4):403-411
Hands-on practical work in physics and engineering has a long and well-established tradition in Australian universities. Recently, however, the question of whether hands-on physics and engineering practicals are useful for engineering students and whether they could be deleted or whether these could be replaced with computer simulations has been raised, mainly due to cost-cutting exercises. In order to ascertain the usefulness of hands-on engineering practicals and first year practical physics classes to their engineering degree, a retrospective survey was carried out with third year engineering students. The general picture that emerges from the survey indicates that the majority of the students found hands-on physics and engineering practicals preferable to simulations on a computer and that practical work is useful not only for linking theory to practicals but also for gaining technical skills. 相似文献
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I.D. Froumin 《Russian Education & Society》2018,60(2):182-186
The article briefly discusses the question of how we should establish special educational practices that could help students mature. In identifying such practices, the author looks to a number of empirical studies that allow us to understand what significance the concept of “maturation” has for children and teenagers. In conclusion, the author notes that modern educational systems rarely provide students with the opportunity to try on adult roles. To allow this, changes will have to be made and special mechanisms will have to be designed that enable children, teenagers, and college students to show initiative and take responsibility. 相似文献
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陆翠娟 《黔南民族师范学院学报》2006,26(6):36-38
在开展研究性学习的过程中,提出问题是关键,而在分析问题和解决问题时,教师则要注意引导学生将一个复杂的问题分解为几个简单的问题来解决,还要注意引导学生分析问题的现象、本质和解决问题的方法,以促进师生之间的良好互动,培养学生自主探究的能力。在“微小形变演示实验”的研究性学习案例中,研究性学习应作为一种教育理念贯穿于教学之中。 相似文献
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The paper describes a biology tutoring system with adaptive question selection. Questions were selected for presentation to the student based on their utilities, which were estimated from the chance that the student’s competence would increase if the questions were asked. Competence was represented by the probability of mastery of a set of biology knowledge components. Tasks were represented and selected based on which knowledge components they addressed. Unlike earlier work, where the knowledge components and their relationships to the questions were defined by domain experts, this project demonstrated that the knowledge components, questions and their relationships could all be generated from a semantic network. An experiment found that students using our adaptive question selection had reliably larger learning gains than students who received questions in a mal-adaptive order. 相似文献
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大学课堂:思考着的教学 总被引：1，自引：0，他引：1
带着一满荷包问题走进教堂的课算好课,将问题穿插于全过程的课算好课,不断引导学生去思考、去发问的课算好课;一个便于在课堂上让自己自由畅想的教案是好教案;一个让人回头来看时多少觉得可笑的教案是好教案;常问的学生是好学生,爱问、会问的学生是更好的学生,问得很深刻、很奇特,更可能是杰出人才的未来之星。 相似文献
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I. Foster Brown 《Journal of Science Education and Technology》2008,17(3):236-241
Learning to question is essential for determining pathways of conservation and development in southwestern Amazonia during
a time of rapid global environmental change. Teaching such an approach in graduate science programs in regional universities
can be done using play-acting and simulation exercises. Multiple working hypotheses help students learn to question their
own research results and expert witnesses. The method of successive approximations enables students to question the results
of complex calculations, such as estimates of forest biomass. Balloons and rolls of toilet paper provide means of questioning
two-dimensional representations of a three-dimensional Earth and the value of pi. Generation of systematic errors can illustrate
the pitfalls of blind acceptance of data. While learning to question is essential, it is insufficient by itself; students
must also learn how to be solutionologists in order to satisfy societal demands for solutions to environmental problems. A
little irreverence can be an excellent didactic tool for helping students develop the skills necessary to lead conservation
and development efforts in the region. 相似文献