摘要
"以问题为导向的学习"模式(PBL)是一种以学生为中心的教学方法,它强调学生通过在解决问题过程中获得的经验来获取对事物的认识。与传统的教学模式,即"以传授知识为导向的学习"模式(LBL)相比,PBL教学模式能够帮助学生发展主动学习、解决问题和相互合作的能力。在无机化学实验传统教学模式基础上,适当引入PBL教学法,可以提高学生学习的主动性和兴趣。教师事前设计问题,学生预设方案,在实验中尝试寻找答案,集体讨论实验结果,尤其是反常实验现象,最后修正实验方案,总结知识要点。一个来自定性分析实验的成功教学案例表明,PBL与LBL教学模式相互结合,有利于培养学生观察、分析、探究和抽象思维能力,大大提升实验教学效果。
Problem-based learning （PBL） is a student-centered pedagogy in which students learn about a subject through the experience of problem solving. In comparison with the traditional teaching and learning mode, which is often called lecture-based learning （LBL）, PBL teaching and learning mode helps the students to develop the abilities of active learning, problem-solving and collaboration. On the basis of traditional LBL mode for the laboratory teaching of inorganic chemistry, PBL pedagogy is introduced aptly to enhance the interest and ability of active learning among the students. Before the lab, the problems are proposed by the teachers and the experimental plans are designed by the students. The students participate the experiment with these problems and try to find the answers. After the lab, the results obtained by the students are discussed, especially for the abnormal phenomena in comparison with the expected. At the end, the experimental plan will be modified and the main points of knowledge will be summed up. A successful case of the combination of PBL with LBL in qualitative analysis laboratory is described in detail. The abilities of observation, analysis, research and abstract thinking are developed under such a teaching mode and the effect of the laboratory teaching is improved.
出处
《实验室科学》
2014年第6期79-81,共3页
Laboratory Science
基金
上海市高校本科重点教学改革项目(项目编号:2013TJ04)
关键词
PBL教学法
无机化学
实验教学
PBL pedagogy
inorganic chemistry
experiment teaching
