摘 要

我国英语教育模式多以LBL（Lecture-Based Learning）为主，致力于让学生学会知识以用于应试而非运用于实际情况。而以问题为导向的教学方法（Problem-based learning，PBL），是基于现实世界的以学生为中心的教育方式。与LBL不同，PBL 强调以学生的主动学习为主，将学习与更大的任务或问题挂钩，使学习者投入于问题中，培养思辨能力。本文先通过对亲历的PBL教学改革进行问卷分析和访谈，进行资料整理和数据分析。调查了小范围内教学改革结果以及满意程度，研究其是否达到预期目标。并从学生视角分析部分学生不满意的原因且寻求一些解决方法。基于访谈结果和学生对问卷的反应，研究探讨学生和教师在PBL教学模式中的角色，论文结尾处论述了PBL模式下学生和教师的各自角色特点，面临的问题挑战及前景。

关键词：基于问题的教学；学生角度；英语教学

Contents

1. Introduction...............................................................................................................1

2. Demonstration...........................................................................................................2

2.1 Literature Review………………………................................................................2

2.1.1 Research Abroad ………………………………………….................................3

2.1.2 Domestic Research…………………………......................................................4

2.1.3 Related Research …………………………….………………….............….….5

2.2 Research Design.....................................................................................................6

2.2.1Research Questions………………………….…………………...….............….6

2.2.2 Research Subjects...............................................................................................6

2.2.3 Research Methods and Instruments....................................................................6

2.2.3.1 Questionnaire...................................................................................................6

2.2.3.2 Interview…………..........................................................................................6

2.3 Data Collection and Analysis................................................................................6

2.3.1 Analysis of Questionnaire Result.......................................................................6

2.3.1.1 General Situation.............................................................................................6

2.1.3.2 Questionnaire Results......................................................................................9

2.3.2 Analysis of Interview..........................................................................................11

2.4 Possible Solutions to the Problems………...........................................................13

3. Conclusion..............................................................................................................15

Works Cited................................................................................................................17

Bibliography...............................................................................................................18

Appendix: Questionnaire...........................................................................................20

A Case Study：Problem-Based Learning in School of Foreign Studies in Nanjing Forestry University

1.Introduction

Education has encountered a change from traditional LBL mode (Lecture-based Learning) to a student-centered way of acquiring knowledge when we have developed from the industrial age to the information Age. For example, students used to be an isolated unit but now they are cooperative learners. And the role of teachers has changed from a lecturer to a trainer and facilitator of students’ learning ability.

Problem-based learning (PBL) was first set up as an inquiry method in the field of medicine for adult learners. Wood (2003) defines problem-based learning as a process that uses identified issues within a scenario to increase knowledge and understanding. Now it is used more frequently and in more diversified ways across K-12 curricula. PBL research has been effective in teaching problem-solving skills, improving teaching quality, cultivating students’ capability and changing students’ attitude toward learning. Everything does have two sides and will meet some problems during implementation. Researches have been more focused on the merits of PBL and the achievement it had made, such as improving students’ cooperative awareness and competence, enhancing the relationship between the lecturers and the students. But during the educational reform, there must be something that may not be well-organized and some problems to be solved. This thesis is about an educational reform that I personally experienced. According to the experience, I am going to discuss the impacts of PBL mode mainly from the students’ perspective, weighing the advantages of PBL mode and the problems we have had in the teaching reform. Also, the focus of this study is exploring the causes and the reasons of our not-so-successful reform by using questionnaires and interviews. Furthermore, I will try to provide some solutions to the problems as well as some suggestions for future research.

Actually, I do a case study about a small-scale educational reform I experienced in the third year of university. The course involved is Survey of Britain and America, and our teacher is Ms. Zhao. Usually, Ms. Zhao would often start the class with a short quiz to review some language points. The questions related are in the documentaries or online courses offered by Khan Academy. Also, teams had to take turns to prepare a presentation at the beginning of each class. Some students held the idea that her reform didn’t work out and it was time-wasting while the others thought it greatly promoted their motivation and helped a lot.

The purpose of this paper is studying a small-scale PBL teaching reform and observing students’ point of view. Questionnaires and interviews are used to find whether PBL mode lived up to students’ expectations. And if the reform is not so satisfying to some students I will also try to explore the reasons for the not-so-satisfied result from the perspective of students and try to give some solutions to the problem.

Although in the further study I found the teaching reform had achieved success to a certain degree and developed students’ eagerness and fondness of study, in the process of carrying out this reform we met some struggles. For example, some members of the teams could not finish the task they had and got poor grades in the final exam. Some of the students thought PBL teaching mode can not improve their learning enthusiasm and they didn’t want to participate in the classroom activities. So in my study I will try to find the answer to insufficient application of PBL mode by interviewing some of the students besides doing questionnaire analysis.