The Bottleneck and Breakthrough of Project-based Teaching Method in Liberal Arts Courses in Universities
in order to promote the construction of new liberal arts,this paper uses the interview method to study the application of Project-based Learning in liberal arts courses in colleges and universities.The research founds that the teaching contents,teaching forms and evaluation methods of Project-based Learning present diversified characteristics.Students differ in their understanding of its effects.There are some bottlenecks to be broken,which include the contradiction between the increasing pressure of schoolwork and the limited spare time,the gap between the rough teaching design and the systematic teaching goal,the conflict between the formation of team consciousness and the"free-riding"speculation,the conflict between the teacher's intervention and the students'independent learning,and the discord between the team learning and the individual learning efficiency.Teachers should properly handle the relationship between inheritance and innovation,quality and quantity,complexity and simplicity of evaluation mechanism,receiving and releasing,and individual breakthroughs and system advancement.
colleges and universitiesliberal arts coursesproject-based learning
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