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。
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,questioningguidanceabilities,and evaluation effectiveness.
作者
王岩
李治
Wang Yan;Li Zhi(Nanjing University,Nanjing 210008,Jiangsu,China;Nanjing Medical University,NanJing 211166,Jiangsu,China;Geriatric Hospital of Nanjing Medical University,Nanjing 210037,Jiangsu,China)
出处
《中国高等医学教育》
2024年第2期39-40,69,共3页
China Higher Medical Education
关键词
PBL
教师
定位转变
能力要求
PBL
Teacher
Positioning transformation
Competency requirements
