美好课堂| Project-Based Learning
时间: 2019-04-22 作者:YHJ 阅读次数: 1Project-based learning (PBL) has, within the past decade or so, infiltrated pedagogical practices throughout the Western world. Many schools in the United States have, for example, turned to PBL curricula to meet the differentiating needs of their students. Some institutes have wholly dedicated half of their school days to PBL. In addition, PBL has begun to make its way to other parts of world as well, with more and more countries stepping away from traditional, teacher-centered instruction to more hands-on, student-centered approaches to learning.
课题研究教学法(PBL)在过去大约十年的时间里已经渗透进了整个西方世界的教学实践中。比如,很多美国学校都借助PBL课程来满足不同学生的差异化需求。有的学院甚至把一半的上课时间都用于PBL。此外,PBL已经开始影响到全世界的其他国家,越来越多的国家开始从传统的老师为中心的教学法转向更注重实践、以学生为中心的教学法。
PBL can be defined as “instructional approach designed to give students the opportunity to develop knowledge and skills through engaging projects set around challenges and problems they may face in the real world” (Schuetz).
PBL可以被定义为“旨在让学生有机会通过参与围绕他们在现实世界中可能面临的挑战和问题而开展的项目来发展知识和技能的教学方法”(Schuetz)。
There are numerous positive aspects of PBL, such as the students’ freedom to choose their own unique projects, the focus on examination, metacognition, and reflection, and the adaptability of such projects to mirror the progressive work of the 21st century. PBL allows students room to make mistakes, recognize and reflect on those mistakes, and adjust their work to meet the criterion of the project. These are all crucial elements of the learning process, as errors can certainly serve as direction markers to growth.
PBL有多方面的优点:比如,学生可以自由选择独特的课题,注重考试、元认知和反思,通过适应这些课题来反映21世纪的进步工作。PBL给予学生犯错误的空间,认识和反思这些错误,同时自我调整以满足课题的标准。正因为错误可以作为成长的航标,所有这些都是学习过程的关键因素。
Some do argue, however, that despite the various positive attributes, PBL may fail to consider the students who need more structure and specificity in their learning. It is true that many students may become overwhelmed by the broadness of PBL and may fail to produce a project that aligns with the learning standards and objectives. In addition, since PBL is heavily student-centered, some teachers may not efficiently monitor student progress as they would, perhaps, with other pedagogical approaches.
然而,也的确有人认为,尽管有各方面的优点,PBL可能很难考虑到那些在学习中需要了解更多结构和特异性的学生。诚然,很多学生可能被PBL的广泛性压倒,并且可能无法做出一个与学习标准与目标匹配的项目。此外,因为PBL是以学生为中心,一些老师可能无法像采取其他教学方法一样去高效监测学生的进展情况。
Despite the objections, PBL does not seem to be going anywhere any time soon. From developing an APP for smart phones to directing and filming a documentary, PBL undoubtedly allows students to apply their learning to the “real world.
尽管有反对的声音,PBL并没有要马上全世界覆盖的意向。从起初研发一个手机APP到导演和拍摄纪录片,PBL无疑是想让学生把自己学到的知识应用到“现实世界”中。
重庆市远恒佳学校国际部中外教们,
在项目式学习的探索方面,走在前面。
学习《世界历史》,在外教Noah老师的指导下,学生对历史知识进行综合分析,分组在班级进行分享。小组成员根据各自特长,进行分工,有的上网参阅资料,有的负责做海报,有的负责做PPT,有的同学负责演讲。
学生的生物课程成果展示
同学们在进行模拟Presentation,
为确保小组成绩,组内成员在进行自发彩排
学生会主席陶铃燕在组织模联活动
文章相关资料来源:
Schuetz, Robert. “Project-Based Learning: Benefits, Examples, and Resources.” Schoology, Schoology, 1 June 2018,
www.schoology.com/blog/project-based-learning-pbl-benefits-examples-and-resources.