Problem-based learning in primary and secondary applications.docVIP

 PAGE \* MERGEFORMAT 47 Problem-based learning in primary and secondary applications Abstract: Problem-based learning model embodies the concept of constructivist learning and teaching in primary and secondary schools to apply them, the educators should pay attention to: ① the learning goal focuses on promoting study and construct a flexible knowledge base, the development of high-level thinking skills to become self - (self-regulation) of the learners and effective collaborators; ② issues to be used with the system balance subject knowledge; ③ evaluation of their learning to be content diversification, diversification of the forms in order to effectively examine student’s achievements and progress; ④ the guiding role of teachers should be timely, adequate, and with the progress of the students gradually subsided. In recent years, problem-based learning more and more people’s attention from higher education and vocational education has gradually extended to the primary and secondary schools. In Great Britain and other countries, primary and secondary schools, there has always been to enable students to study teaching yourself tradition, however, the typical mode of originality of the PBL is also need to make some changes in order to adapt to primary and secondary schools. In our educational system and traditional teaching practices, the use of PBL mode, a number of issues need attention in order to fully play its role, to achieve the desired results. First, learning objectives PBL learning objectives people made a similar view, for example, Barrows et al (1995) finds that, PBL’s objectives include: building a broad and flexible knowledge base; the development of effective problem-solving skills; the development of self-directed lifelong learning skills ; be an effective partner; inner self-motivated person. Savery et al (1993) considered that, PBL learning objectives are: self-directed learning (ie, identify learning iss