problem - based learning中文是什么意思

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中文翻译
造句

[网络] 问题导向学习；基于问题的学习；以问题为基础的学习

problem-based learning 问题导向学习; 问题为本教学法; 向
learning problem 学习问题
problem-based 问题为本
basic learning problem 基本学习问题
basic learning problem in arithmetic 算术的基本学习问题
basic learning problem in language 语言的基本学习问题
basic learning problem in reading 阅读的基本学习问题
basic learning problem in speaking 说话的基本学习问题
basic learning problem in writing 书写基础学习问题
basic motor learning problem 基本的运动学习问题
learning of problem solving 解决问题的学习
learning with alteration problem 交替问题学习
learning with oddity problem 奇偶问题学习
problem solving learning 问题解决学习
case based learning 案例式学习
cbl computer based learning 靠计算机学习
computer based learning 电脑基础学习。
computer-based learning 基于计算机的学习法
computer-based learning carrel 配备计算机的学习台
corpus-based learning 语料库为本的学习
environment-based learning 以环境为基础的学习
example-based learning 范例为基的学习
experience based learning 基于经验的学习
explanation based learning 说明为本的学习
explanation-based learning 基于解释的学习

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例句与用法

The essay widely observes features and problems of the pursuit of our country's new curriculum integration, in comparison with integrated curriculum's development path and implementation ( experiment ) in america and japan . in comparison with special curriculum, it makes a mid-cosmic and microcosmic research on the integrated currivulum's teaching features . it has an initial try to build the model of teaching of the " problem-based learning "
本文通过与美国、日本的综合课程的发展路径与课程实施（实验）的比较，宏观审视我国新一轮课程综合化追求的特征及问题；进而通过与分科课程的比较，在中观和微观层面探析综合课程的教学特征，初步尝试构建综合课程的“基于问题解决学习”的教学模式。
The main characteristics of problem-based learning are : ( 1 ) learning is student-centered ( 2 ) learning occurs in small student groups ( 3 ) teachers are facilitators or guiders ( 4 ) problems form the organizing focus and stimulus for learning ( 5 ) problems are authentic and ill-structured ( 6 ) problems are a vehicle for the development of real-world problem-solving skills ( 7 ) new information is acquired and skills are trained through problem-solving process ( 8 ) evaluation is authentic and performance-based . after describing the features of problem-based learning, this thesis compares problem-based learning with other instruction models-lecture, direct instruction, case methods, discover-based inquiry, problem-centered learning, simulation and gaming and mantle of the expert ( roles ) on three aspects : ro
这种教学模式的基本特征是：(1)是一种以学生为中心的教学方法；(2)学习形式是以一个学生小组为单位；(3)教师是辅助者、引导者；(4)以问题为中心组织教学并作为学习的驱动力；(5)问题是真实的、劣构的；(6)问题是发展学生实际解决问题能力的手段；(7)在问题解决的过程中获得新的知识、培养能力；(8)真实的、基于绩效的评价。
The main characteristics of problem-based learning are : ( 1 ) learning is student-centered ( 2 ) learning occurs in small student groups ( 3 ) teachers are facilitators or guiders ( 4 ) problems form the organizing focus and stimulus for learning ( 5 ) problems are authentic and ill-structured ( 6 ) problems are a vehicle for the development of real-world problem-solving skills ( 7 ) new information is acquired and skills are trained through problem-solving process ( 8 ) evaluation is authentic and performance-based . after describing the features of problem-based learning, this thesis compares problem-based learning with other instruction models-lecture, direct instruction, case methods, discover-based inquiry, problem-centered learning, simulation and gaming and mantle of the expert ( roles ) on three aspects : ro
这种教学模式的基本特征是：(1)是一种以学生为中心的教学方法；(2)学习形式是以一个学生小组为单位；(3)教师是辅助者、引导者；(4)以问题为中心组织教学并作为学习的驱动力；(5)问题是真实的、劣构的；(6)问题是发展学生实际解决问题能力的手段；(7)在问题解决的过程中获得新的知识、培养能力；(8)真实的、基于绩效的评价。
The main characteristics of problem-based learning are : ( 1 ) learning is student-centered ( 2 ) learning occurs in small student groups ( 3 ) teachers are facilitators or guiders ( 4 ) problems form the organizing focus and stimulus for learning ( 5 ) problems are authentic and ill-structured ( 6 ) problems are a vehicle for the development of real-world problem-solving skills ( 7 ) new information is acquired and skills are trained through problem-solving process ( 8 ) evaluation is authentic and performance-based . after describing the features of problem-based learning, this thesis compares problem-based learning with other instruction models-lecture, direct instruction, case methods, discover-based inquiry, problem-centered learning, simulation and gaming and mantle of the expert ( roles ) on three aspects : ro
这种教学模式的基本特征是：(1)是一种以学生为中心的教学方法；(2)学习形式是以一个学生小组为单位；(3)教师是辅助者、引导者；(4)以问题为中心组织教学并作为学习的驱动力；(5)问题是真实的、劣构的；(6)问题是发展学生实际解决问题能力的手段；(7)在问题解决的过程中获得新的知识、培养能力；(8)真实的、基于绩效的评价。
problem-based learning ( pbl ) puts the students ’ learning into the problem solving process . through the collaboration between them, students solve the problems and learn the knowledge hidden in these problems . in the process of such learning, learners come into being their critical thinking, acquire the skills of independent learning and concurrent learning, develop the ability of solving problems
pbl强调把学习设置到相关背景的、有意义的问题情景中,通过学习者之间的相互协作解决实际生活中的问题,来学习隐含于问题背后的科学知识,促进学习者形成批判性思维,获得自主学习与协作学习的技能以及高效解决问题的能力。
This thesis covers problem-based learning both in theory and in practice . in chapter 1, this thesis articulates problem-based learning in detail from the perspectives of definition, essential characteristics, comparison with other instructional models, instructional values, basic procedures and instruction ideas within it . problem based learning is a method of engaging the student in complicated and meaningful situations that students work in small groups and learn the science knowledge from the problems through resolving complex . real-world or authentic problems together
基于问题的学习也译作“基于问题式学习”(problem-basedlearning，简称pbl)，是指把学习设置于复杂的、有意义的问题情境中，通过让学生以小组合作的形式共同解决复杂的、实际的(real-world)或真实性(authentic)问题，来学习隐含于问题背后的科学知识，形成解决问题的能力，并发展自主学习和终生学习的能力。
This thesis covers problem-based learning both in theory and in practice . in chapter 1, this thesis articulates problem-based learning in detail from the perspectives of definition, essential characteristics, comparison with other instructional models, instructional values, basic procedures and instruction ideas within it . problem based learning is a method of engaging the student in complicated and meaningful situations that students work in small groups and learn the science knowledge from the problems through resolving complex . real-world or authentic problems together
基于问题的学习也译作“基于问题式学习”(problem-basedlearning，简称pbl)，是指把学习设置于复杂的、有意义的问题情境中，通过让学生以小组合作的形式共同解决复杂的、实际的(real-world)或真实性(authentic)问题，来学习隐含于问题背后的科学知识，形成解决问题的能力，并发展自主学习和终生学习的能力。
In chapter one we simply depict the reason for putting forward the problem, the method for researching s the contents and significance of studying on this problem; the second chapter simply depicts some viewpoints constructivism have of learning; in third chapter we analyse the characteristics of physics learning as well as college students " mind; in fourth chapter we analyse the non-intelligence elements, on level of which we make investigation and study for college students of physics department, such as purpose attitude interesting of learning physics and so on, the result is that large students " learning motivation need to be developed, and according to the result, we discuss the matching policy for physics teaching; the five chapter first analyses " the intelligence elements of physics learning for college students, then, in term of the idea of constructivism-learning in action, we discuss the correlation among the physical problem resolution and knowledge learning physical thought as well as meta-cognitive and so on, and study influences that problem-base learning have upon the intellectual development for college students, and the teaching model and teaching-organization forms are also discussed; the last one discusses research conclusion of article and some thinking
第一章简述了本课题提出的现实背景及本课题研究的内容、意义及其研究方法；第二章简单叙述了建构主义学习理论的基本观点、建构主义学习观的基本特征及建构主义学习理论对课题研究的指导；第三章分析了大学生的心理特点及大学物理学习的特点；第四章分析了影响大学生物理学习中的非智力因素，从大学生物理学习的学习目的、学习态度、学习兴趣等几方面调查了大学生物理学习的非智力因素水平。调查结果显示：大学生的学习目的具有指向职业的特性，他们的学习兴趣广泛，但对专业学习兴趣不高，总之，他们的动机水平有待提高。本文根据调查结果分析原因，并提出了一些相应的教学措施；第五章首先分析了大学生物理学习中的智力因素，然后以建构主义学习观的“做中学”为理论基础，分析了物理问题解决与大学物理知识学习、物理思维及元认知水平的关系，从而探讨了问题式学习对发展大学生智力的积极影响，同时探讨了与之相适应的课堂教学模式及其组织形式；最后讨论了本课题的研究结论及本人在研究中的一些体会。
Taking students of grade one in junior middle school as subjects, the paper discusses how to apply problem-based learning to composition instruction and the effect of this research . this research found that : 1 . pbl exerted a significant effect on enhancing the achievement of the students of junior one
本研究还以初一学生为被试，探讨了基于问题学习在作文教学中的应用方法与效果，研究发现：(1)基于问题学习对初一学生作文水平的提高有显著的影响；(2)基于问题学习对初一学生作文成绩的影响有显著性别差异；(3)基于问题学习对初一学生作文成绩的影响与学生原有的作文态度有关。

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Last modified time:Wed, 13 Aug 2025 00:29:56 GMT