Theoretical Foundations of PPL at Roskilde University
Theoretical Foundations of PPL at Roskilde University
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罗斯基勒大学 PPL 的理论基础
DOI：
10.1007/978-3-319-09716-9_1
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
T. H. Kjeldsen
中科院分区：
文献类型：
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作者：
A. Andersen;T. H. Kjeldsen
本章介绍了罗斯基勒模式的教学基础，即面向问题、跨学科和参与者指导的项目工作(PPL)的概念。这一教学概念的目的是支持学习的社会相关性，保证较高的学术标准，使学习对学生有意义，促进动机，并发展创新和创造技能。本文的重点将放在引入这一概念的实践和理论原因上，并与相关的以问题为基础的学习的教育理念进行比较。首先，我们简要阐述了引入教育学概念的政治背景。其次，我们从德国资格理论和建构主义学习理论中得到了启示，提出了支持这一概念的教学和教学思想。然后，我们解释了“基于问题的学习”和“项目工作”的概念。最后，我们讨论了以问题为基础的学习(PBL)和罗斯基勒模式(PPL)的共同点和不同点。
This chapter introduces the pedagogical foundation of the Roskilde Model, i.e. the concept of problem-oriented, interdisciplinary and participant-directed project work (PPL). The aims of this pedagogical concept are to support the social relevance of studies, to guarantee high academic standards, to make studies meaningful for students, to facilitate motivation, and to develop innovative and creative skills. The focus will be on the practical and theoretical reasons for introducing the concept, and on a comparison with the related educational concept of ‘Problem-based Learning’. First, we present a brief exposition of the political background for introducing the pedagogical concept. Secondly, we present the didactic and pedagogical ideas that were developed to underpin the concept, drawing inspiration from German qualifications theory and constructivist learning theory. We then explain the concepts of ‘Problem-based Learning’ and ‘Project Work’. Finally we offer a discussion of the common and divergent features of the concept of problem-based learning (PBL) and the Roskilde Model (PPL).