analysis of pbl pedagogy in mathematics teaching in the network try（分析网络中的pbl教学法在数学教学尝试）.docVIP

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analysis of pbl pedagogy in mathematics teaching in the network try（分析网络中的pbl教学法在数学教学尝试）.doc

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analysis of pbl pedagogy in mathematics teaching in the network try（分析网络中的pbl教学法在数学教学尝试）

Analysis of PBL pedagogy in mathematics teaching in the network try Write papers network: Abstract: This paper discusses the advantages of PBL pedagogy, the need for the implementation of PBL pedagogy, and then illustrate how the teaching in the mathematical analysis application of PBL pedagogy, and finally discuss the implementation of PBL teaching process problems and countermeasures. Keywords: PBL pedagogy; mathematical analysis, try to In 1969, the American Academy of Neurology, Professor Barrows at McMaster University in Canada, founded the PBL teaching mode called PBL (Problem-Based Learning) is a problem-based learning, which the students placed in confusion, ill-structured situations, students become the owner of this scenario, the students themselves to analyze problems, to learn the knowledge needed to solve the problem, step by step to solve the problem. PBL in information processing psychology and cognitive psychology-based, constructivist learning theory is the scope of the constructivist teaching ideas for reform were “a widely used core ideas.” constructivism, knowledge is not taught by teachers, but learners in certain situations in which social and cultural context, with the help of others, such as human cooperation and exchanges between people, with the necessary learning materials the way through the construction of meaning obtained. PBL model in North America gained 80 years of rapid development, gradually improve the formation of a complete, scientific, mature teaching, colleges and universities in the United States as well as primary and secondary schools are more and more attention, PBL pedagogy has become the mainstream of the Western model of medical education [1,2]. PBL emphasizes the learning set to complex and meaningful problem situations, by allowing learners to work together to solve authenticity, to learn the science behind the problem of implicit knowledge in the formation of problem-solving skills, and the formation of