PBL:大学课程的改革与创新被引量：188

PBL Based Curriculum Innovation for University Teaching and Leaming

导出

摘要本文阐述了PBL的基本概念、学习原理以及不同层面PBL课程改革需要考虑的因素。以"技术、人文与社会"课程(旨在提高工程师的社会责任感)为案例,分析了三种不同形式的教案设计:以传统授课为基础的教学设计、单门课程的PBL教学设计及交叉学科的PBL课程设计。最后得出结论:交叉学科的PBL方法是一种比传统授课模式更有效的课程设计,可以有效地提高和促进学生的认知学习、合作学习、内容掌握、自我满意程度及职业认同感等。 Worldwide, the philosophy of Problem Based and Project Based Leaming（PBL） has been implemented in various ways. An increase of attention has been paid by researchers of the practice of implementation and transformation towards PBL as well as on documenting the evidence of the effectiveness of PBL. In practice, innovation of educational change to Problem Based and Project Based Learning （PBL） can take place at many different levels： Institutional level, curriculum level or the courselevel. This article will start with the notion of PBL, its learning principles, and impacts, which will be followed by the discussion of PBL practice with a focus on innovation in the curriculum at the levels of asingle course, cross courses or institution. Implementation strategies will be elaborated by examples of teaching a course on technology, humanity and society to engineering students. At last, this articleconcludes that interdisciplinary PBL curriculum design is to a high levela workable strategy for facilitating learning in aspects of cognition, collaboration, contents, self satisfaction, and professional identitydevelopment.

作者杜翔云 Anette Kolmos Jette Egelund Holgaard

机构地区丹麦奥尔堡大学发展与规划系联合国教科文组织PBL科研所丹麦奥尔堡大学

出处《高等工程教育研究》 CSSCI 北大核心 2009年第3期29-35,共7页 Research in Higher Education of Engineering

关键词基于问题和项目的学习(PBL) 大学课程改革认知学习合作学习

分类号 G642.3 [文化科学—高等教育学] G423.07 [文化科学—课程与教学论]

引文网络
相关文献

参考文献13

1Barrows, H. S. : Problem - based Learning in Medicine and Beyond: A Brief Overview, in Wilkerson, LuAnn & Wire H. Gijselaers (eds.) (1996) : Bringing Problem- Based Learning to Higher Education: Theory and Practice, San Francisco: Jossey - Bass, New Directions for Teaching and Learning no. 68, pp. 3 - 12.
2Crosthwaite, C., Cameron, I., Lant, P., Litster, J. (2006): "Balancing Curriculum Processes and Content in a Project Centred Curriculum In Pursuit of Graduate Attributes", in: Education for Chemical Engineers, March 2006, Trans IChemE, Part D, no. 1, pp. 39 - 48 http://www. icheme. org/ECEsamplepaper. pdf
3Dochy, F., Segers, M., Van den Bossche, P., Gijbels, D. (2003): Effects of Problem- Based Learning: A Meta- Analysis, in: learning and Instruction, October 2003, vol. 13, no. 5, pp. 553 - 568.
4Du, X. Y. (2006) Bringing New Values in engineering education Gendered and Learning in PBL. PhD thesis submitted to Aalborg University, Denmark.
5Faland, B. & Frenay, M. (eds.) (2006): Problem and Project Based Learning in High Education: Impact, Issues, and Challenges,Louvain - la- Neuve: Presses Universitaires de Louvain.
6Graaff, E. de & Kolmos, A. (2003) Characteristics of Problem- based Learning, International Journal of Engineering Education, Vol. 19, No. 5, p657 - 662.
7Him, H. and Hippe, E. (1993) L? reing Gjennom Oplevelse, Foist? else og Handling: En Studiebok I Didaktikk. Oslo: University Publishing.
8Illeris, K. (1976). Problemorientering og dehagerstyring: opl? g til en altemative didaktik (Problem orientation and participation: draft for an alternative didactic). Munksgaard, Copenhagen.
9Kolmos, Anette (2002) : "Facilitating Change to a Problem - based Model", in: The International Joumal for Academic Development, vol. 7, no.l.?
10Krogh, Lone, & Rasmussen, J? rgen Gulddahl (2004) : "Employa-bility and Problem - Based Learning in Project - Organized settings at the Univeristy" in: The Aalborg PBL Model: Progress, Diversity and Challenges, Aalborg: Aalborg University Press, pp. 37- 56.