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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-13编辑:lgg点击率:4196
论文字数:38420论文编号:org201405131148508976语种:英语 English地区:中国价格:$ 66
关键词:英语口语教学基于问题的学习建构主义解决问题的能力英语口语
摘要:With the development of the informatization and globalization, English hasbecome the international language and it is an essential tool for us to leam about theworld and to communicate with others.
Chapter Two Literature Review
2.1 Introduction
The origin of PBL can be traced back to 1916 when John Dewey, whomaintained that "school should be less of a preparation for life and more like lifeitself (Dewey, 1916),held the opinion that students should have "experiential,hands-on, direct learning". The idea that students leam best by doing and thinkingmore "like life itself through problems has been generally accepted. So PBL resultsfrom the process of working towards the understanding of, or resolution of a problem(Barrows & Tamblyn, 1980), then it grows as a learning approach from dissatisfactionwith the common medical education practices in Canada (Barrows, 1996). Theadoption of PBL had been applied in elementary schools, middle schools, highschools, universities, and professional schools (Torp & Sage, 2002:6-13).In PBL, students focus on a complex problem which has no single correct answer.They are required to work in collaborative groups to approach the problem, generateimportant learning issues around a carefully crafted problem situation, define theproblem statement, gather and share, information,generate, possible solutions, presentthe solution and finally solve the problem.
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2.2 Theoretical Frameworks for PBL
The approach of PBL has its own intellectual root. We can find its traces indomains of constructivism and humanism. And to some extent, the development ofPBL is regarded to stem from the research of these theories. PBL is based on Constructivism. Constructivism, a cognitive theory of learning,assumes that learners actively construct knowledge while they are attempting to makesense of their experience. Constructivism consists of many trends, including cognitiveconstructivism initiated by Jean Piaget, and social constructivism pioneered by LevVygotsky, and these two main perspectives are held by most constructivists. Cognitiveconstructivism demonstrates how the individual learner understands things accordingto developmental stages and learning styles, while social constructivism stresses theimportant role of culture and context in understanding what happens in society andbuilding knowledge with the help of this understanding.
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Chapter Three Research Methodology......... 18
3.1 Research Questions....... 18
3.2 Subjects .......18
3.3 Research Instruments....... 19
3.4 Treatment .......21
3.4.1 Teaching in the Experimental Group....... 22
3.4.2 Teaching in the Control Class .......25
3.5 Data Collection and Analysis Procedure .......25
Chapter Four Results and Discussion....... 30
4.1 Effect ofPBL on Students' Oral English Competence....... 3
4.2 The Effect ofPBL on Students' Learning Initiative....... 36
Chapter Five Conclusion .......44
5.1 Major Findings of the Study....... 44
5.1.1 PBL Improves the Students' Oral English Competence....... 44
5.1.2 PBL Stimulates Students' Learning Initiative....... 45
5.2 Implications of the Study .......47
5.3 Limitations of the Study and Suggestions ....... 47
Chapter Four Results and Discussion
4.1 Effect of PBL on S本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。