项目式学习

Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge.项目式学习（project based learning）是一种动态的学习方法，通过PBL学生们主动的探索现实世界的问题和挑战，在这个过程中领会到更深刻的知识和技能。项目式学习在美国被中小学普遍采用，锻炼了美国中小学生的创造力，团队合作和领导力，动手能力，计划以及执行项目的能力。除此以外，对项目的选择也让中小学生更早和更深入的面对和解决现实生活中的问题。这些能力则是中国应试教育下的孩子缺少的应对来自世界，面向未来挑战的能力。

主要介绍

Problem-based learning(PBL) is astudent-centeredpedagogyin which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication. The PBL process was developed for medical education and has since been broadened in applications for other programs of learning. The process allows for learners to develop skills used for their future practice. It enhances critical appraisal, literature retrieval and encourages ongoing learning in a team environment.

项目式学习是一种以学生为中心的教学方法,它提供一些关键素材构建一个环境，学生组建团队通过在此环境里解决一个开放式问题的经历来学习。需要注意的是，项目式学习过程并不关注在学生们可以通过一个既定的方法来解决这个问题。它更强调学生们在试图解决问题的过程中发展出来的技巧和能力。他们包括如何获取知识，如何计划项目以及控制项目的实施，如何加强小组沟通和合作。项目式学习过程最初是为了医学教学而发展出来的，从那以后被广为传播，继而使用在其他各个学科的教学中。项目式学习这个过程赋予学习者应对未来挑战的能力。

The PBL tutorial process involves working in small groups of learners. Each student takes on a role within the group that may be formal or informal and the role often rotates. It is focused on the student's reflection and reasoning to construct their own learning. The Maastricht seven-jump process involves clarifying terms, defining problem(s), brainstorming, structuring and hypothesis, learning objectives, independent study and synthesis. In short, it is identifying what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem. The role of the tutor is to facilitate learning by supporting, guiding, and monitoring the learning process.The tutor must build students' confidence to take on the problem, and encourage the students, while also stretching their understanding. This process is based on constructivism. PBL represents a paradigm shift from traditional teaching and learning philosophy,[2]which is more oftenlecture-based. The constructs for teaching PBL are very different from traditional classroom or lecture teaching and often requires more preparation time & resources to support small group learning.

项目式学习通常是在一个学习小组中进行，学生们在这个小组中有各自的角色，而这个角色会不断轮换。在项目式学习中学生们的学习是通过自己的思考和推理来实现的。有一种七部法，包括弄清概念，定义问题，头脑风暴，构建和假设，学习目标，独立学习和概括总结。简而言之，就是搞清楚他们已经知道的，他们需要知道的，去哪里以及如何获得新的有助于解决问题的信息。老师的角色是通过支持、建议和指导来帮助学生们更好的学习。老师必须要建立学生们敢于接受难题的自信心，鼓励学生们，并且在必要时拓展他们对问题的理解。项目式学习代表了传统的基于论文的教学模式的转变。项目式教学和传统的照本宣科教学非常不同，它需要更多的准备时间和材料来指导各个小组的学习。

意义

Wood (2003) defines Problem-based learning as a process that uses identified issues within a scenario to increase knowledge and understanding. The principles of this process is listed below:

伍德（2003）定义了项目式学习为利用确定环境下的确定的问题来增长知识和加深理解的一个过程。这个过程的几个原则如下：

1.Learner-driven self-identified goals and outcomes

2.Students do independent, self-directed study before returning to larger group

3.Learning is done in small groups of 8–10 people, with a tutor to facilitate discussion

4.Trigger materials such as paper-based clinical scenarios, lab data, photographs, articles or videos or patients (real or simulated) can be used

5.The Masstricht 7 jump process helps to guide the PBL tutorial process

6.Based on principles of adult learning theory

7.All members of the group have a role to play

8.Allows for knowledge acquisition through combined work and intellect

9.Enhances teamwork and communication, problem-solving and encourages independent responsibility for shared learning - all essential skills for future practice

1.学习者自我驱动和自我定义的目标和产出

2. 学生们在返回大组讨论时要做好独立的，自我引导的学习

3. 在老师指导下通过讨论在一个小组，通常8-10人, 完成学习

4. 关键材料，比如纸质的门诊材料，实验室数据，照片，文章，视频，病人（真的或者模拟的）

5. 七步法帮助指导项目式学习的整个过程

6. 符合成人学习理论的基础

7.小组里的每一个人都要扮演一个角色

8. 允许通过合作来获取知识

9. 强调团队合作和沟通，解决问题，鼓励个人承担责任并分享所学到的知识。这些技巧对于将来的实践都很关键。