摘要
以建构主义为理论支撑的PBL教学法对教师的要求和传统课堂教学法对教师的要求截然不同.在PBL教学模式下,教师的角色转变为知识建构的促进者、学习理念的转变者、课堂节奏的引导者和学习 目标的评估者.这些角色转变则要求PBL教师拥有终身学习的能力、促进建构的能力、引导提问的能力和评价效果的能力.
Abstract
Problem-based learning(PBL)teaching method,supported by constructivist theory,has significantly different requirements for teachers compared to traditional classroom teaching methods.In the PBL teaching model,the role of teachers shifts to facilitators of knowledge construction,promoters of learning concept transformation,guides of classroom rhythm,and evaluators of learning objectives.These role transformations necessitate PBL teachers to possess lifelong learning abilities,facilitation skills for knowledge construction,questioning guidance abilities,and evaluation effectiveness.
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