Diversity of PBL – PBL Learning Principles and Models
Diversity of PBL – PBL Learning Principles and Models
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PBL的多样性——PBL学习原理和模式
DOI：
10.1163/9789087909321_003
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Xiangyun Du
中科院分区：
文献类型：
--
作者：
A. Kolmos;E. Graaff;Xiangyun Du
在过去的十年里，PBL已经成为基于问题的学习和基于项目的学习的缩写，因为它是从建立这些教学方法的改革大学中得知的。在学习原则层面上，将基于问题的学习和基于项目的学习统一起来有很多原因。特别是在各种教育系统中实施PBL时，它需要一个灵活和更抽象的定义，以便能够对学科领域、机构文化和国家教育框架进行调整。但随着PBL概念的更加抽象和统一，PBL课程的实施越来越多样化，因此越来越需要将不同的实践概念化。本文将介绍统一的学习原则，以及分类和模型，以框架的PBL的多样性。
Over the last ten years, PBL has become an abbreviation for both Problem-Based and Project-Based Learning as it was known from the reform universities that established these pedagogic approaches. There are many reasons for unifying problem-based and project-based learning at a level of learning principles. Especially when implementing PBL in various education systems it calls for a flexible and more abstract definition in order to allow adjustment to the subject area, institutional culture and national educational framework. But along with the more abstract and unified notion of PBL, there is a growing diversity in the implementation of PBL curricula and therefore an increased need for conceptualisation of diverse practices. This article will present the unifying learning principles along with taxonomies and models for framing the diversity of PBL.